“Oh, I have a story”: narrative as a teacher's classroom model

Abstract

This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal re#ection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which re#ects teaching strategies previously identi"ed as those used by e!ective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to re#ect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding.

Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice

“…The mentees simultaneously formed connections with the presenter as a person and the knowledge being taught. Perhaps unsurprisingly then, these findings support existing literature that position the use of storytelling (Baskerville, 2011;Martin, 2000) and…”

“…Demonstrating such humble connectivity by telling stories of self -as opposed to stories of others -is characteristic of Indigenous storytelling for educational purposes, especially by Elders (Goulet & McLeod 2002). In terms of how such culturally important personal storytelling may be used in classrooms, Martin (2000) has described the effectiveness of a Lakota (Sioux)…”

English Language Teachers’ Experience of Virtual Class during COVID-19 Lockdown in Bhojpur: A Narrative Inquiry

“…At the centre of this explanation is the notion that story telling is a rational and psychological tool for forming the comprehending and meaning given to incidents and experience (Egan, 1999). Martin et al, (2000) adopted the narrative theory as an educational strategy in a high school literature class. The author wanted to transport ideal concepts through physical experience (Yang & Hsu,2017).…”

Teaching experiences during COVID-19 pandemic: Narratives from ResearchGate

“…A plethora of literature shows how narrative theory has been applied -particularly in the education domain. Martin et al [17] used the narrative theory as an instructional strategy in a high school literature class. The author aimed to convey abstract concepts through concrete experience.…”