Classroom Storytelling

Corrado Amato, PhD
Adjunct Professor
Graduate School of Business, Touro College

Storytelling is a perpetual teaching and learning strategy. The practice has been commonly communicated by way of individual experiences, observations and didactics. Higher education learners largely praise knowledge gained from astute anecdotes. The following information will highlight effective methods of classroom study.


A great way to engage learners is through personal experiences. Individual stories provide immediate insight to academic and professional interests. The simplest imports of situational circumstances act as reflective agents to active listeners. Participating students frequently capture key considerations and social contingencies. These interactions ultimately increase collaboration and spirited discussions.


Observations are critical factors of scholarly growth. Sharing details about experiential vigilance adds value to learners that appreciate empirical evidence. It is important to recognize that one occurrence does not conclude subject matter comprehension. An integration of theoretical framework and research validation should be applied in good conscience. The observational strategy is enabled by assessment, culture, and technology (Brown, 2019).


Theoretical intelligence is promptly transferred through didactic teaching. This method supports students by presenting inspirational lessons and formative logic. It also influences consolidations of ideas, facts, and phenomena. The didactic classroom approach must be applied in moderation to avoid learner stagnation. Follow-up questions should be permitted to further enhance relevance and retention (Wiliam, 2018).


Brown, P. (2019). Make it Stick at Touro: Three Big Ideas About Learning. Faculty Development Workshop at Touro College, New York

Wiliam, D. (2018). Embedding Formative Assessment to Enhance Learning. Faculty Development Workshop at Touro College, New York


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