Storytelling enhances communication, but most CPE classes are void of narrative. CPAs need more than information. We need (at least some) emotion.
This post provides information about the power of story in teaching CPAs.
The Power of Story in Teaching CPAs
Think of your last educational class, particularly the slide deck. You recall the presenter saying, “Here’s all the information I have regarding variable interest entities.”
And the bullets began:
- A variable interest entity is …
- Obligation to absorb…
- Scope exceptions include…
It’s here you said to yourself (in a Steve Martin tone), PLEEEASE!
Speakers must first remember we are talking to human beings, people with passion and fears and heartbeats. (Yes, CPAs qualify.)
If a speaker’s goal is to transfer knowledge, what’s the best way to do so? Start with a story.
I hear your rejoinder now, “About variable interest entities?”
VIEs are not tantalizing. But dig deeper and you will find the story. (There’s always a story.)
Start with Story
In searching for the spice, you ask yourself questions. Why do the VIE standards exist? What events led to their creation? The result: a story to wet your audience’s appetite.
In teaching the class, you start with Enron and its use of special purpose entities. You describe the immeasurable damage done by Ken Lay and his lieutenants, and that Mr. Lay never served a day of time–his life cut short just before sentencing. You tell the tantalizing story of the courageous whistle-blower, Sherron Watkins (a Time Magazine Person of the Year). And since your audience is full of CPAs, your Arthur Andersen vignette does not fall on deaf ears.
Boring? Not you.
Your story creates context and breathes life into an otherwise tedious set of standards.
Now your listeners are receptive.
So your formula is: Story, then content. Create appetitive. Then feed.
Following this path, you find your audience listening, even leaning forward.
John Medina, in his book, Brain Rules, suggests that teachers “bait the hook” every ten minutes. Medina says, “After 9 minutes and 59 seconds, the audience’s attention is getting ready to plummet to near zero.” Stories are one of those hooks. The book goes on to say, “Fear, laughter, happiness, nostalgia, incredulity–the entire emotional palette can be stimulated, and all work well.”
Brain Rules lists three elements of a hook (to engage your class):
- The hook has to trigger an emotion.
- The hook has to be relevant.
- The hook has to go between segments.
How do you use stories to enhance your teaching?
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