#Change11 Slow Learning through story telling

I quite enjoy story telling.

Here are some stories that well illustrate the importance of patience and perseverance in learning.

The Chinese Bamboo Story

“This story is very much true in rearing our beautiful children. As parents, we have to patiently exert efforts in teaching and disciplining our children for them to develop right values and to adopt strong character while at the same time defeat many difficulties and different challenges.

If that Chinese bamboo farmer dug up his little bamboo seeds each year just because he is curious or wants to make sure it was growing or what, he could effectively stopped the tree’s growth. There are times when we demand our little children to sit still and behave and be patient but big lessons can be deeply taught once they are demonstrated in actions and not just in words.”

Father Son Conversation

Moral: It’s just a short reminder to all of you working so hard in life! We should not let time slip through our fingers without having spent some time with those who really matter to us, those close to our hearts. If we die tomorrow, the company that we are working for could easily replace us in a matter of days. But the family & friends we leave behind will feel the loss for the rest of their lives. And come to think of it, we pour ourselves more into work than to our family.

Turning an iron rod into a needle (Due to the copyright, please read it through the link). There are many interesting stories there.

More stories here:

Most significant change stories

What are the morals of these stories? How would these stories impact on your learning?

I reckon story telling has always been part of apprenticeship learning.  This is especially important in slow learning, through reciprocal teaching, or cognitive apprenticeship as highlighted by Clark Quinn.


6 thoughts on “#Change11 Slow Learning through story telling

  1. Thanks to the link to the Chinese Stories in Chinese and in English. I can use this in a course next semester. Also, I enjoyed reading the post, but I am still thinking about the last paragraph…. This part just doesn’t resonate for me…. Stories belong to the folk… They are part of the traditional apprenticeship model. …..(ex., The Chinese Bamboo Story)…The cognitive apprenticeship model is not quite like the traditional model. Allan Collins, John Seely Brown and Susan E. Newman (1987) discuss this in “Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics” (http://ctrstreadtechrepv01987i00403_opt.pdf) provide an explanation of what is meant by cognitive apprenticeship, describe strategies that can be used to promote higher levels of comprehension, problem solving and more sophisticated writing. The authors reciprocal teaching as one of several cognitive methods for helping students to improve their problem-solving and thinking when completing tasks… The approach uses discussion techniques, such as think alouds and metacognition to engage students in dialogue and critique about specific content throughout the learning experience. Reciprocal teaching is an integrate set of strategies–questioning, summarizing, clarifying, and predicting–that Virginia Palinsar and Ann Brown devised to help teachers to teach students to read through a passage, paragraph-by-paragraph with comprehension. After the teacher models the procedure in the first paragraph, the student takes the role of teacher and models these strategies for the teacher in the second paragraph, and eventually students use the strategy in pairs, then on their own. (I can see how you are making the connection to the Chinese Bamboo story.) The cognitive apprenticeship model with differ in mathematics. Alan Schoenfield proposes a heuristic for teaching mathematical problem solving that engages students in reflection on their problem-solving processes. He suggests that students alternate with teachers in producing a “postmortum analysis,” which involves generating alternative solutions or methods and stating reasons and evidence for their decisions. Scardemalia and Bereiter’s model of writing relies on teachers modeling the writing process and leading children to engage in the writing process providing coaching and supports so that they develop as more sophisticated writers. Collins, Brown, and Newman went on to discuss how to design learning environments using the cognitive apprenticeship approach. The model has been applied in educational settings for more than twenty years and in a variety of ways. For example, in 1995 Sanna Jarvela published an article entitled “The Cognitive Apprenticeship Model in a Technologically-Rich Learning Environment: interpreting learning interaction, which was published in Learning and Instruction, volume 5, issue 3retrieved from http://www.sciencedirect.com/science/article/pii/095947529500007P. John Seely Brown recently looked at 21st century applications to games, for example…. and so on…

  2. Pingback: Some blogs with stories that I have been following for a few years « Love's Camel

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  4. Pingback: #Change11 Slow Learning through story telling | Learner Weblog | Connectivism and Networked Learning | Scoop.it

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