The cognitive science literature agrees that stories are "psychologically privileged". We have a better long-term memory relating to stories than any other kind of information. Therefore, narrativizing teaching methods maximize potential for information retention and transfer. Cook and Klipfel focus on two such methods.

• Narrative Modeling: educators can explain how one would work through a problem/circumstance if they were in a given context (ie being assigned an assignment that your students have just received). This often looks like "I thought about if I were in your position and had to write this paper and how I would x, y, z."
• Storytelling: material is perceived as more interesting if presented as a story, with historical figures/scientists presented as characters.

The authors are confident that educators should, in all disciplines, communicate course material to their students in the form of stories. However, there is something notable about how stories ought to be told; they have to be interesting. If a teacher tells a boring story, it will be jettisoned from their audience's memory as if they hadn't tried this technique at all.