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When students brainstorm for writing (fiction or nonfiction), using sketchnotes can help get ideas flowing and organize thoughts.
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Sketchnotes can be a great way to scaffold writing. Specific Ways to Teach Sketchnoting with Students Prewriting Canva, Buncee, and Piktochart are a few others that educators have successfully used with students. Students can easily type text and add premade images. There are also many apps available that do the same thing. Auto Draw provides a way for students to create digital sketchnotes. Not all sketchnotes must be on pen and paper. Some will want to go back later (after class hours) and add more detail to their work.īesides pen, pencil, markers, and paper, there are digital options for sketchnoting as well. Remind those artists that sketchnoting in the classroom is more about the notes and less about the sketch. This, too, can create an issue in the classroom. On the other hand, some students will get way too artistic and take too much time getting extremely caught up in the details of the sketch. For inspiration, I use or I Google a specific icon to copy. Icons, arrows, stick figures, and basic shapes make excellent sketchnotes additions.
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Be sure to encourage and inform them that sketchnotes are not meant to be “professional” works of art. Some students will say that they can’t draw so sketchnoting is not for them. It’s Not About the Artworkįrom the beginning, make it clear to students that sketchnoting is about creating purposeful notes that help them understand, remember, and convey important information from their learning. I put a great deal of thought into the visual I select for each point I need to convey. Either way, color enhances my thought process. I, myself, enjoy both paper and electronic sketching. Some students are more enticed to sketchnoting by the optional use of colored markers and sticky notes, while others just require a simple pencil and paper. The art of combining critical thinking with imagery and placing those two ideas on paper is where the power lives. By no means is the suggestion to give students “busy work” of coloring, cutting, and pasting. This is not about coloring books and crayons. An added bonus is that sketching and drawing often relieves stress and anxiety. This strategy is a tool students can take with them for years to come. As students add visuals, they are engaged in processing their thinking, clarifying with examples, interpreting information, and more. Imagine the impact this can have on students’ academic success now and beyond the walls of your classroom. They found that drawing promoted “the integration of elaborative, pictorial, and motor codes, facilitating creation of content-rich representation” (2018). Fernandes, Wammes, and Meade (2018) recently researched the effects of drawing “to-be-learned” information and came to the conclusion that it did in fact boost performance. In the classroom, this means that teaching students to add drawings, sketches, or illustrations to text that they read or hear can aid their own recall, comprehension, and learning. This is called the picture-superiority effect. In fact researchers Whitehouse, Maybery, and Durkin (2006) found that when given the choice between pictures and print, people are able to recall more information with the aid of pictures. Furthermore, research shows that combining images with words increases memory and processing. Words, on the other hand, are singly coded, making them more difficult to remember. Since images are stored in two areas of the brain, they are more accessible for recall.
#How to move an area in rapid sketch code#
Because our brains are wired to code visuals dually, visuals are easier to recognize, process, and recall (Dewan, 2015). Dewan (2015) asserts that “language itself rests on a foundation of visual thinking…” Visuals transcend language barriers and communicate in a way that words cannot. But one way to level the playing field is by introducing sketchnotes. It can be challenging in a classroom filled with 20-plus varied learning styles to differentiate for each student. In general, our classrooms are filled with students with varied backgrounds and experiences, and in turn, the way they perceive and learn may differ as well. Are they a homogeneous group? Are they all alike? Do they learn the same way? Do they come with the same educational background? Do they bring the same life experiences? I’m going to guess your answer to those questions was no.