Professional Documents
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Storytelling - Chapter 12
.
2nd the participants will be free from coercion and distorting selfdeception
Composing groups in ways that lower risk for the participants will allow
them to experience the potency of the process.
.
4th the capacity to be open to alternative perspectives
These alternative renditions can be the starting point for dialogue that
follows the telling
Example of use: This method allows the practitioner to have domain and
control over the agenda before experimenting with the venue, which lends
c. Begin by working in small groups. Equipped now with a story to tell, the
participants can move into pairs or trios as time permits. Choose one
person to tell the story within the group, and change roles after the
allotted time is complete. Keeping the groups small reduces the perceived
risk of group stories being seen as staged or theatrical. Practitioners
should follow their instincts as they experiment with alternative
storytelling formats, group configurations and instructions.
And then Lady Veronica concluded the knowledge chapter on
Implementing Storytelling - Facilitating Dialogue After the Storytelling:
* The best facilitators are not afraid of silence
.
* Prompt discussion with simple questions about the story such as:
How did it feel to tell your story?
What was your experience as a listener?
What surprised you?
What did you notice?
As participants begin filling in the silence, they will do so in the interest of
making the conversation deeper, following rich, energetic veins of insight
* Be open for conversation that is other than cheery and upbeat. Some
serous, sad, or scary stories may occur as well, and participants must be
And, as our noble Chapter Review Team begins their departure for new
conquests and fables, Lady Veronica bestows these final Reflections:
* Mezirow does not believe in coercing stories, but rather in letting them
happen spontaneously and freely.
References:
Tyler, J.A. (2010). Charting the Course: How Storytelling Can Foster
Communicative Learning in the Workplace. In Jack Mezirow and Edward
Taylor, Transformative Learning in Practice: Insights from Community,
Workplace, and Higher Education, pgs. 136-147. 1st ed., San Francisco:
Jossey-Bass.
S T O RY T E L L I N G FA B L E
Storytelling - Chapter 12
.
2nd the participants will be free from coercion and distorting selfdeception
Composing groups in ways that lower risk for the participants will allow
them to experience the potency of the process.
.
4th the capacity to be open to alternative perspectives
These alternative renditions can be the starting point for dialogue that
follows the telling
Example of use: This method allows the practitioner to have domain and
control over the agenda before experimenting with the venue, which lends
c. Begin by working in small groups. Equipped now with a story to tell, the
participants can move into pairs or trios as time permits. Choose one
person to tell the story within the group, and change roles after the
allotted time is complete. Keeping the groups small reduces the perceived
risk of group stories being seen as staged or theatrical. Practitioners
should follow their instincts as they experiment with alternative
storytelling formats, group configurations and instructions.
And then Lady Veronica concluded the knowledge chapter on
Implementing Storytelling with
Facilitating Dialogue After the Storytelling:
* The best facilitators are not afraid of silence
.
* Prompt discussion with simple questions about the story such as:
How did it feel to tell your story?
What was your experience as a listener?
What surprised you?
What did you notice?
* Be open for conversation that is other than cheery and upbeat. Some
serous, sad, or scary stories may occur as well, and participants must be
And, as our noble Chapter Review Team begins their departure for new
conquests and fables, Lady Veronica bestows these final Reflections:
* Mezirow does not believe in coercing stories, but rather in letting them
happen spontaneously and freely.