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Bleary-eyed learners may find the relief they need from staring at screens in an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">illustrative note taking method called sketchnoting.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s creating a vocabulary of symbols and arrows that you can use to represent ideas,” says\u003c/span> \u003ca href=\"https://www.theartdontstop.com/\">\u003cspan style=\"font-weight: 400\">Bay Area-based artist and educator Todd Berman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> He says it’s much more than allowing students to doodle in the margins of their notebooks. “You have this whole vocabulary of little drawings that can help you as a shorthand, but also make the notes much more pleasing to look at.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting gives students a reason to rest their eyes on something other than their computers. They’re actively listening and creating a visual representation of what they're learning while continuing to stay engaged in class. “It can give us a lot more durability on camera,” says Berman. “Spending time using Zoom causes real wear, and we can give ourselves permission to look away from the screen.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where doodling meets visual language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting doesn’t just lead to gains in keeping students’ attention, it’s a useful way for learners to \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">organize and retain\u003c/a> information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While classic note taking usually has a more rigid structure of lines and lines of text – and can border on the edge of transcription – sketchnoting is non-linear, creating different opportunities to identify connections between topics and themes. Students can use spacing, symbols and text size to create a hierarchy of information that might be harder to capture in linear text. “It becomes an intuitive process of feeling like, ‘As I get this information, where do these words go? What words stand out? I can draw them bigger,’” explains Berman.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57514\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57514\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's astronomy class\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process of conceptualizing and prioritizing ideas gives students more insight into what they are learning and how they are learning it. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You've got multiple things happening in your brain at once,” says \u003c/span>\u003ca href=\"https://sketchmorethinkmore.com/\">\u003cspan style=\"font-weight: 400\">visual note taker and educator Wendi Pillars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You’re not just taking words and writing them down because you also have to hold what you want to write and draw while you're listening.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to get started with sketchnoting\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all new skills, using sketchnoting as a tool to actively engage with classroom information takes a bit of practice for teachers and students alike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I always love to start with scribbling. That's the groundwork for students,” says Berman who likes to focus on how art can access students' emotions. He uses the scribbling exercise as a way to check in with students at the beginning of his classes, often having students scribble for the duration of a song and inviting them to put their creations up to the camera when they’re finished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who are new to visual thinking, Pillars recommends that they identify ten key words or concepts in their lesson plans or week-long unit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take those ten\u003c/span>\u003cspan style=\"font-weight: 400\"> words and create your little visual library. And then, instead of a bullet point or maybe even at the top of your notes for that week, you have one icon or one little sketch,” she says. “It’ll already look different.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers don’t need to come up with a visual library on their own either. They can crowdsource the class’s insights by putting students into groups and asking them to come up with drawings that represent main concepts. “It gets their juices flowing,” says Pillars. “And then you have a co-created visual vocabulary that everybody can refer to when they take their own notes during that session of the unit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get students more comfortable with sketchnoting, Pillars starts with audio. For example, she uses a scaffolding exercise to encourage students to translate what they hear into cohesive visual notes. First, she has the class listen only to the audio of a video (about ten minutes long) and write down ten key words without illustrating at all. Then, she’ll play the audio again, this time allowing students to add visuals and connect their ideas. Lastly, she’ll have the students watch the full video, so students can compare any images they may have drawn with the visuals they see the speaker used in their presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The number one skill is listening,” says Pillars. “It’s being able to focus and listen in a different way when you don't have those physical cues of letters and highlighted information. You're listening first and then from there you have to distinguish, ‘OK, well, what's important and why do I think that?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her students have become more comfortable with visual note taking, it’s common for Pillars and her class to take notes simultaneously with Pillars piecing together sheets of paper on the whiteboard or beneath her overhead camera during distance learning and students creating their own individual notes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we take the notes together, I will ask students, ‘How would you represent it?’ And they’ll shout out ideas like, ‘You could draw this or this!’ And sometimes I tell them ‘I can't draw that! You want to come on up here and show them?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QNHbGl_QSfQ?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sketchnotes can be a “stealth check-in”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching over Zoom makes it difficult to know whether students are really paying attention. In lieu of walking around the classroom to look over students’ shoulders, teachers with remote learners can ask students to hold up their sketchnotes to the camera to get insight into whether they are understanding new concepts. Pillars refers to this as a “stealth check-in” because students who tend to keep their videos off often feel more comfortable turning on their cameras periodically to show their sketchnotes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the benefits is having everybody on the same page, literally and figuratively,” says Pillars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alternatively, students can also create sketchnotes collaboratively with their peers to help each other understand new material. “There are days where I'll have kids go into breakout rooms and one person has to create a visual for the group. That way they're talking about it,” says Pillars. “They can come back with their synthesis of the information.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57513\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57513\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's earth science class\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Permission to think differently \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting allows both teachers and students to see the nuances in how people process the same information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I give you instructions or if I give you information, I'm going to assume that everybody heard it the same way. And one of the most magical outcomes of creating visual notes is that everybody has the same exact input and everybody's output looks so different,” Pillars explains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inviting students to interpret key concepts and make different connections gives\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\"> students more agency over their learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With sketchnoting, there’s more freedom to explore note taking techniques that work for their specific learning needs. Pillars notes that when learners see their decisions leading to better recall and retention of information it builds their confidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s giving them permission to say, ‘You know what? Here's the key concept. Here's the key information.’” she says. “And knowing that, ‘OK, if I get the basic information right, however I express it or make those connections is what's important.’”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And hopefully, they do that with a little less Zoom fatigue.\u003c/span>\u003c/p>\n\n","disqusIdentifier":"57500 https://ww2.kqed.org/mindshift/?p=57500","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/21/how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships/","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1365,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":27},"modified":1616396104,"excerpt":"Sketchoting can help give students a break from staring at a computer monitor and help make connections that they might otherwise miss in more traditional note taking. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Got Zoom fatigue? Sketchoting can help give students a break from staring at a computer monitor and help make connections that they might otherwise miss in more traditional note taking.","title":"How Sketchnoting Can Help with ‘Zoom Fatigue,’ Student Agency and Building Relationships - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Sketchnoting Can Help with ‘Zoom Fatigue,’ Student Agency and Building Relationships","datePublished":"2021-03-21T23:55:04-07:00","dateModified":"2021-03-21T23:55:04-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships","status":"publish","path":"/mindshift/57500/how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While “Zoom fatigue” is still a relatively new concept, students are experiencing it in a very real way. Signing into classes on video conferencing platforms for long remote learning days, clicking through cluttered Google classrooms and being dispatched to breakout rooms can leave many students burnt-out and exhausted. Bleary-eyed learners may find the relief they need from staring at screens in an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">illustrative note taking method called sketchnoting.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s creating a vocabulary of symbols and arrows that you can use to represent ideas,” says\u003c/span> \u003ca href=\"https://www.theartdontstop.com/\">\u003cspan style=\"font-weight: 400\">Bay Area-based artist and educator Todd Berman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> He says it’s much more than allowing students to doodle in the margins of their notebooks. “You have this whole vocabulary of little drawings that can help you as a shorthand, but also make the notes much more pleasing to look at.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting gives students a reason to rest their eyes on something other than their computers. They’re actively listening and creating a visual representation of what they're learning while continuing to stay engaged in class. “It can give us a lot more durability on camera,” says Berman. “Spending time using Zoom causes real wear, and we can give ourselves permission to look away from the screen.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where doodling meets visual language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting doesn’t just lead to gains in keeping students’ attention, it’s a useful way for learners to \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">organize and retain\u003c/a> information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While classic note taking usually has a more rigid structure of lines and lines of text – and can border on the edge of transcription – sketchnoting is non-linear, creating different opportunities to identify connections between topics and themes. Students can use spacing, symbols and text size to create a hierarchy of information that might be harder to capture in linear text. “It becomes an intuitive process of feeling like, ‘As I get this information, where do these words go? What words stand out? I can draw them bigger,’” explains Berman.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57514\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57514\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's astronomy class\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process of conceptualizing and prioritizing ideas gives students more insight into what they are learning and how they are learning it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You've got multiple things happening in your brain at once,” says \u003c/span>\u003ca href=\"https://sketchmorethinkmore.com/\">\u003cspan style=\"font-weight: 400\">visual note taker and educator Wendi Pillars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You’re not just taking words and writing them down because you also have to hold what you want to write and draw while you're listening.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to get started with sketchnoting\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all new skills, using sketchnoting as a tool to actively engage with classroom information takes a bit of practice for teachers and students alike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I always love to start with scribbling. That's the groundwork for students,” says Berman who likes to focus on how art can access students' emotions. He uses the scribbling exercise as a way to check in with students at the beginning of his classes, often having students scribble for the duration of a song and inviting them to put their creations up to the camera when they’re finished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who are new to visual thinking, Pillars recommends that they identify ten key words or concepts in their lesson plans or week-long unit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take those ten\u003c/span>\u003cspan style=\"font-weight: 400\"> words and create your little visual library. And then, instead of a bullet point or maybe even at the top of your notes for that week, you have one icon or one little sketch,” she says. “It’ll already look different.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers don’t need to come up with a visual library on their own either. They can crowdsource the class’s insights by putting students into groups and asking them to come up with drawings that represent main concepts. “It gets their juices flowing,” says Pillars. “And then you have a co-created visual vocabulary that everybody can refer to when they take their own notes during that session of the unit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get students more comfortable with sketchnoting, Pillars starts with audio. For example, she uses a scaffolding exercise to encourage students to translate what they hear into cohesive visual notes. First, she has the class listen only to the audio of a video (about ten minutes long) and write down ten key words without illustrating at all. Then, she’ll play the audio again, this time allowing students to add visuals and connect their ideas. Lastly, she’ll have the students watch the full video, so students can compare any images they may have drawn with the visuals they see the speaker used in their presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The number one skill is listening,” says Pillars. “It’s being able to focus and listen in a different way when you don't have those physical cues of letters and highlighted information. You're listening first and then from there you have to distinguish, ‘OK, well, what's important and why do I think that?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her students have become more comfortable with visual note taking, it’s common for Pillars and her class to take notes simultaneously with Pillars piecing together sheets of paper on the whiteboard or beneath her overhead camera during distance learning and students creating their own individual notes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we take the notes together, I will ask students, ‘How would you represent it?’ And they’ll shout out ideas like, ‘You could draw this or this!’ And sometimes I tell them ‘I can't draw that! You want to come on up here and show them?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QNHbGl_QSfQ?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sketchnotes can be a “stealth check-in”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching over Zoom makes it difficult to know whether students are really paying attention. In lieu of walking around the classroom to look over students’ shoulders, teachers with remote learners can ask students to hold up their sketchnotes to the camera to get insight into whether they are understanding new concepts. Pillars refers to this as a “stealth check-in” because students who tend to keep their videos off often feel more comfortable turning on their cameras periodically to show their sketchnotes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the benefits is having everybody on the same page, literally and figuratively,” says Pillars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alternatively, students can also create sketchnotes collaboratively with their peers to help each other understand new material. “There are days where I'll have kids go into breakout rooms and one person has to create a visual for the group. That way they're talking about it,” says Pillars. “They can come back with their synthesis of the information.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57513\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57513\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's earth science class\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Permission to think differently \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting allows both teachers and students to see the nuances in how people process the same information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I give you instructions or if I give you information, I'm going to assume that everybody heard it the same way. And one of the most magical outcomes of creating visual notes is that everybody has the same exact input and everybody's output looks so different,” Pillars explains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inviting students to interpret key concepts and make different connections gives\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\"> students more agency over their learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With sketchnoting, there’s more freedom to explore note taking techniques that work for their specific learning needs. Pillars notes that when learners see their decisions leading to better recall and retention of information it builds their confidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s giving them permission to say, ‘You know what? Here's the key concept. Here's the key information.’” she says. “And knowing that, ‘OK, if I get the basic information right, however I express it or make those connections is what's important.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And hopefully, they do that with a little less Zoom fatigue.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57500/how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships","authors":["11721"],"categories":["mindshift_20579","mindshift_193"],"tags":["mindshift_21303","mindshift_20790","mindshift_20837","mindshift_21395","mindshift_21302","mindshift_21383"],"featImg":"mindshift_57515","label":"mindshift"},"mindshift_55941":{"type":"posts","id":"mindshift_55941","meta":{"index":"posts_1716263798","site":"mindshift","id":"55941","score":null,"sort":[1589960612000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1589960612,"format":"standard","disqusTitle":"How to Develop Culturally Responsive Teaching for Distance Learning","title":"How to Develop Culturally Responsive Teaching for Distance Learning","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","disqusIdentifier":"55941 https://ww2.kqed.org/mindshift/?p=55941","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/20/how-to-develop-culturally-responsive-teaching-for-distance-learning/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1440,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":23},"modified":1589960664,"excerpt":"Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning. ","title":"How to Develop Culturally Responsive Teaching for Distance Learning | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Develop Culturally Responsive Teaching for Distance Learning","datePublished":"2020-05-20T00:43:32-07:00","dateModified":"2020-05-20T00:44:24-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-to-develop-culturally-responsive-teaching-for-distance-learning","status":"publish","nprByline":"Amielle Major","path":"/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning","authors":["byline_mindshift_55941"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_20984","mindshift_21344","mindshift_21343","mindshift_21126","mindshift_358","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20867","mindshift_21254","mindshift_20837"],"featImg":"mindshift_55946","label":"mindshift"},"mindshift_54655":{"type":"posts","id":"mindshift_54655","meta":{"index":"posts_1716263798","site":"mindshift","id":"54655","score":null,"sort":[1572852429000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1572852429,"format":"standard","disqusTitle":"Why Teachers Are So Excited About the Power Of Sketchnoting","title":"Why Teachers Are So Excited About the Power Of Sketchnoting","headTitle":"MindShift | KQED News","content":"\u003cp>Once a month, \u003ca href=\"https://twitter.com/rlfreedm?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Rayna Freedman\u003c/a>’s fifth-graders present their genius hour projects. They get to explore anything that interests them and present what they’ve learned to the class in whatever way they want. Freedman likes \u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">genius hour projects\u003c/a> because students often get more excited about researching and sharing their knowledge about a topic that interests them. But she was never sure what the other kids were getting out of listening to the presentations.\u003c/p>\n\u003cp>One day she noticed a student in the back of the class drawing during the presentations. She went over, ready to reprimand him for not paying attention, but instead asked him what he was doing. He explained he doodles what his classmate is talking about to help him remember later. A lightbulb went on for Freedman.\u003c/p>\n\u003cp>“I thought that if the kids had a way to show me what they were learning, I would know what other kids were getting out of it,” Freedman said during a presentation on how she uses sketchnoting in her classroom at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a>.\u003c/p>\n\u003cp>This first step into doodling for learning has opened up an \u003ca href=\"http://msfreedmanagent24.blogspot.com/2018/10/a-sketchnoting-odyssey.html\" target=\"_blank\" rel=\"noopener noreferrer\">extensive new classroom practice\u003c/a> for Freedman. She’s been encouraging students to take visual notes for only a little over a year, but she’s seen it help some students tremendously. Now she dedicates about five minutes a day for a month to sketchnote practice. She gives students lots of choices in how they want to do it -- on a whiteboard, on a digital tablet, or with paper and pencils. The point is to give them dedicated time to familiarize themselves with how they might express themselves visually.\u003c/p>\n\u003cp>“I did have students complain about it,” Freedman said. But she told them that if after a month of building up their visual vocabulary and giving it a shot, they wanted to take notes in other ways, that was fine with her. In the end, many of her students chose to sketchnote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Freedman has come to see sketchnoting as a bridge between early elementary, when students necessarily think visually because they are still learning to read, and middle school, where suddenly all visual thinking seems to stop.\u003c/p>\n\u003cp>\u003ca href=\"https://carriebaughcum.com/\">\u003cimg class=\"aligncenter size-full wp-image-54658\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/what-sketchnoting.png\" alt=\"\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003c/a>\u003c/p>\n\u003cp>\"One of my girls at the end of the year said that, 'I learned that sketchnoting helps me remember things more,' \" Freedman said.\u003c/p>\n\u003cp>Freedman uses sketchnoting resources on the website of \u003ca href=\"https://sylviaduckworth.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sylvia Duckworth\u003c/a>, a former teacher and author who has become a sketchnoting celebrity. Duckworth breaks down the elements of a sketchnote like icons, containers and font to help the artist think about organizing the sketch. Freedman has found those tools help her students organize their thinking as well.\u003c/p>\n\u003cp>“My students have their own podcast and they sketchnote their segments on notecards,” she explained. Storyboarding in this segmented way allows them to move things around, finding a structure and coherence that doesn’t come as naturally when writing is the first step in the process. “They wouldn’t have been able to do that if it were on paper. They just don’t see it that way.”\u003c/p>\n\u003cp>She’s also found that allowing students to sketchnote an outline or first draft of a writing assignment can dramatically improve the quality of the thinking and writing she receives. Freedman says her students always want the first draft to be the final draft, and they often write the bare minimum. But when they sketch first, not only do they organize their thoughts better, but they also tend to add more detail and evidence from what they’ve read. They have a template to follow, one that didn’t feel as intimidating to make.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gY9KdRfNN9w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Since the genius project experiment, Freedman has offered sketchnoting as an option to her students in many other ways. She’s found that student sketches are a great jumping-off point to ask them more about their thinking -- they look at what they’ve drawn and can tell her far more than they used to. And, she can easily spot when there are misconceptions.\u003c/p>\n\u003cp>For example, she quickly realized her students didn’t understand what theme was because, when she asked them to sketchnote the story’s theme, they would draw characters and setting. That was an immediate sign to Freedman she needed to reteach the idea of theme, something she might not have known from the cryptic sentences her students used to write in response to the same kinds of questions.\u003c/p>\n\u003cp>“It allows me to ask better questions because I’m not just looking at a simple answer or a paragraph,” Freedman said. “I’m trying to interpret what’s in front of me, too.”\u003c/p>\n\u003cp>Freedman has also found sketchnoting to be surprisingly helpful dealing with the inevitable conflicts that crop up in the middle grades.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss learning about what sketchnoting is \u003ca href=\"https://twitter.com/HeckAwesome?ref_src=twsrc%5Etfw\">@HeckAwesome\u003c/a> \u003ca href=\"https://twitter.com/hashtag/sketchnote?src=hash&ref_src=twsrc%5Etfw\">#sketchnote\u003c/a> \u003ca href=\"https://twitter.com/manuelherrera33?ref_src=twsrc%5Etfw\">@manuelherrera33\u003c/a> \u003ca href=\"https://twitter.com/ZajacSLP?ref_src=twsrc%5Etfw\">@ZajacSLP\u003c/a> \u003ca href=\"https://twitter.com/hashtag/jjpride?src=hash&ref_src=twsrc%5Etfw\">#jjpride\u003c/a> \u003ca href=\"https://t.co/hIwdRg2vgN\">pic.twitter.com/hIwdRg2vgN\u003c/a>\u003c/p>\n\u003cp>— Rayna Freedman (@rlfreedm) \u003ca href=\"https://twitter.com/rlfreedm/status/1046782566945165312?ref_src=twsrc%5Etfw\">October 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I had these two girls that were up each other's throats,” Freedman said. She asked them to stay in from recess one day, but rather than lecturing them, she asked each girl to sketchnote how she was feeling. Then they each looked at the other person’s drawing and drew what it made them think. The drawings revealed the misunderstanding at the bottom of the conflict, and gave each girl enough emotional distance to truthfully express how they were feeling.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/zajacslp?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Kim Zajac\u003c/a> is the speech and language pathologist at Freedman’s school. She has also found sketchnoting to be a powerful tool for her students. One boy was regularly in conflict with other classmates. Zajac encouraged him to sketch out what happened in those interactions and to imagine and sketch alternative ways to handle it next time.\u003c/p>\n\u003cp>“Make it less of a criticism process and more of a social expectation process,” Zajac said. This student wouldn’t have been able to talk about how these interactions made him feel without the sketches. They gave him a concrete reference for his feelings and reactions to other kids.\u003c/p>\n\u003cp>In another instance, Zojac had a student who struggled to keep his speech rate up when he presented. To support him, she first had him explain his ideas to her while she sketched them. Later, when he presented in front of the class, he had the sketch as reference, which helped him stay on track.\u003c/p>\n\u003cp>“If they can just dump it out, put it in some symbolic form, then it allows them to recall it back, think deeper, and present it in a different form,” Zojac said. And for the kids she supports, who have speech and language issues, sketchnoting offers important insights into their thinking that is otherwise difficult to access.\u003c/p>\n\u003cp>“It isn’t about things being pretty,” Zojac said. “It’s not about creating a piece of art. It’s about creating a piece of thinking.”\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nSketchnoting With Special Needs Students\u003c/strong>\u003c/p>\n\u003cp>Carrie Baughcum teaches students with special learning needs at South Middle in Arlington Heights, Illinois. Her students have a range of disabilities from motor challenges, to language challenges, to emotional and behavioral issues. She usually has students for English, math, social studies and a resource class, but they are integrated into other subjects throughout the day. And, as they become more independent learners throughout their time in middle school, they often transition out to the general classroom more often.\u003c/p>\n\u003cp>Before Baughcum discovered sketchnoting, she used a fairly traditional approach with her students. She was focused on building their comprehension skills and did a lot of skill practice with them. She always saw gains and made solid progress on her students’ Individualized Education Programs (IEPs), but she hadn’t done a lot of thinking about how to get them excited about what they were learning.\u003c/p>\n\u003cp>Baughcum had begun drawing at home with her daughters as a way of spending time with them. It was an uncomfortable experience for her. She didn’t feel like a good artist, but noticed herself improving as she kept at it. And, she loved the insight she got into her own children’s minds through their drawings.\u003c/p>\n\u003cp>“I was certain that the students in my special education classroom, two to three years below grade level, that they couldn’t do it,” Baughcum said at the Building Learning Communities conference. But she decided to test the theory one year with a group of students that happened to be all boys.\u003c/p>\n\u003cp>“It was one of the most challenging groups I’ve had in 20 years of teaching,” Baughcum said.\u003c/p>\n\u003cp>They were reading an adapted version of Edgar Allan Poe's story, \"The Fall of the House of Usher.\" Baughcum asked her students, “What movie is playing in your head when we read this paragraph?” No one said anything. So, she started narrating out loud what she imagined as she read.\u003c/p>\n\u003cfigure id=\"attachment_54660\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"wp-image-54660 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-margins.png\" alt=\"An example of Carrie Baughcum's students sketchnoting in the margins of a text.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">An example of Carrie Baughcum's students sketchnoting in the margins of a text. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She modeled drawing those thoughts into the margin of the book. Her students dutifully copied down what she had drawn. That went on for a while. Baughcum would walk around the room and ask her students questions about what they were drawing, even though the drawings were copies of what she had described. One day, a student decided to draw something different. Baughcum calls it the “going rogue moment.” It transformed her classroom; overnight every student wanted to show that they imagined something unique.\u003c/p>\n\u003cp>“Since that moment when he went rogue, all the other students embraced the idea that they had these ideas in their head and we can draw them,” Baughcum said.\u003c/p>\n\u003cp>Her students didn’t have a lot of experience visualizing, but once she started asking them to do so, and they got comfortable with the idea, Baughcum has seen the practice deepen their comprehension. But, she cautions, it doesn’t always look how she expects. She's even written a guide to sketchnoting in the classroom called \u003cem>\u003ca href=\"https://carriebaughcum.com/book/\" target=\"_blank\" rel=\"noopener noreferrer\">My Pencil Made Me Do It\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>“Their drawing could be so off base, but if I can go over and ask them about it, and they can connect it, then that’s the right image for them,” Baughcum said. She’s adamant that the drawings themselves are not the point. It’s the thinking behind the drawing that interests her. To keep her students focused on the process and not the product she’s careful to use phrases like “visual thinking” and “doodling to learn.”\u003c/p>\n\u003cp>Baughcum doesn’t care what the drawings look like, as long as her students can talk about the ideas they represent. She never gives feedback on the drawings themselves, only on the thinking. She often spots misconceptions in the drawings her students have made -- valuable information for her -- but also opportunities to discuss editing the drawing to fill in those comprehension holes.\u003c/p>\n\u003cp>“The conversations we have in my classroom have become richer,” Baughcum said, and there’s less lag time retrieving thoughts. She points out to students how much cognitive processing is happening as they sketchnote. They’re listening to information, making sense of it, connecting it to other information they know and to a visual image, and then drawing it. It’s an active process, which is why Baughcum has found it to be so powerful for her students.\u003c/p>\n\u003cp>“That offers this really wonderful desire to want to do it more because they’re feeling good about what they're thinking,” Baughcum said.\u003c/p>\n\u003cp>Sketchnoting has changed what she expects from her students. But she acknowledges that using this practice in class is a marathon, not a race. It takes time to help students learn how to visualize, to see a picture in their heads. And, she’s worked with them to think carefully about the icons, fonts and containers they’re sketching. She wants them to have a reason for each choice they make in their sketchnote because those choices are directly connected to the material they are learning.\u003c/p>\n\u003cp>“When we’re sketchnoting in class I tell students is it new, is it interesting, does it make you feel something? If so, it’s probably worth taking down.”\u003c/p>\n\u003cp>Baughcum also says it’s important for teachers to sketchnote with their students. Drawing can make people feel vulnerable, so when the teacher acknowledges she’s new to this as well, and makes mistakes, it creates room for students to try new things, too.\u003c/p>\n\u003cp>“Before I started sketchnoting with my students, I wasn’t really a drawer,” Baughcum said. “I have noted that opening up this new permission to draw and learn has opened up opportunities for students to show me parts of themselves they may not have shown before.”\u003c/p>\n\u003cfigure id=\"attachment_54661\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-54661\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-sketchnote.png\" alt=\"A student's sketchnote.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">A student's sketchnote. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And she’s seen huge successes. Like the first-year student who struggled tremendously with reading. Getting through a whole paragraph was almost impossible for him. But by visualizing the story as it was read to him, doodling in the margins, and connecting the ideas on the first read-through, he could then read it on his own. Baughcum was also quick to point out that students can sketch on Post-it notes pasted into books if they aren't allowed to write in the texts themselves.\u003c/p>\n\u003cp>“It surprised me that my students, no matter how impaired their cognitive level might be, or their reading level might be, how well their potential to visualize and connect to doodling is,” Baughcum said. She even has students who use assistive technology to write because their motor skills make handwriting very difficult, but they can sketch. And the social worker on her team has picked up on the sketchnoting success to help make social and emotional learning themes more concrete for students as well. Students have created an icon library of their feelings that they use to express their emotions.\u003c/p>\n\u003cp>Baughcum isn’t suggesting that every teacher drop what they’ve been doing for years to start sketchnoting. But she says if teachers open the door for sketchnoting, even allowing students to sketch as part of another note-taking strategy -- like Cornell notes -- it may be helpful to some students. She thinks of it as a layering strategy. She didn’t stop covering her curriculum to only sketchnote. She gradually exposed her students to different elements of sketchnoting, building up their visualizing capacity and organization skills by practicing it alongside existing social studies or reading activities.\u003c/p>\n\u003cp>She also says teachers have to be patient with themselves and with their students. Often mindsets are the hardest things to overcome. Baughcum has had students who refuse to draw. But she’s found ways around that. One student was adamant that she could not draw, but Baughcum still wanted her to visualize because she saw how much it helped her other students in their comprehension. She let the student print out pictures and glue them to her sketchnote to make visible her thinking. And ultimately, the girl decided to give sketchnoting a shot after all.\u003c/p>\n\u003cp>Baughcum says she’s always been a fearless teacher, ready to try anything that might help her students learn. But sketchnoting has stretched her in ways she didn’t know she needed to be stretched. It’s revealed some of her own mindsets about what she believed students with learning disabilities could and couldn’t do. Her students have shown her those beliefs just weren’t true.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It was never that they couldn’t do it, it was that I never gave it a try to see if they could,” Baughcum said.\u003c/p>\n\n","disqusIdentifier":"54655 https://ww2.kqed.org/mindshift/?p=54655","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/03/why-teachers-are-so-excited-about-the-power-of-sketchnoting/","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2698,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":49},"modified":1601609280,"excerpt":"Many teachers are using sketchnoting or \"doodling for learning\" in their classrooms as a way to make thinking visible. Many are finding the practice improves memory, engagement and comprehension.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Many teachers are using sketchnoting or "doodling for learning" in their classrooms as a way to make thinking visible. Many are finding the practice improves memory, engagement and comprehension.","title":"Why Teachers Are So Excited About the Power Of Sketchnoting - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Are So Excited About the Power Of Sketchnoting","datePublished":"2019-11-03T23:27:09-08:00","dateModified":"2020-10-01T20:28:00-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"why-teachers-are-so-excited-about-the-power-of-sketchnoting","status":"publish","path":"/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Once a month, \u003ca href=\"https://twitter.com/rlfreedm?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Rayna Freedman\u003c/a>’s fifth-graders present their genius hour projects. They get to explore anything that interests them and present what they’ve learned to the class in whatever way they want. Freedman likes \u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">genius hour projects\u003c/a> because students often get more excited about researching and sharing their knowledge about a topic that interests them. But she was never sure what the other kids were getting out of listening to the presentations.\u003c/p>\n\u003cp>One day she noticed a student in the back of the class drawing during the presentations. She went over, ready to reprimand him for not paying attention, but instead asked him what he was doing. He explained he doodles what his classmate is talking about to help him remember later. A lightbulb went on for Freedman.\u003c/p>\n\u003cp>“I thought that if the kids had a way to show me what they were learning, I would know what other kids were getting out of it,” Freedman said during a presentation on how she uses sketchnoting in her classroom at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a>.\u003c/p>\n\u003cp>This first step into doodling for learning has opened up an \u003ca href=\"http://msfreedmanagent24.blogspot.com/2018/10/a-sketchnoting-odyssey.html\" target=\"_blank\" rel=\"noopener noreferrer\">extensive new classroom practice\u003c/a> for Freedman. She’s been encouraging students to take visual notes for only a little over a year, but she’s seen it help some students tremendously. Now she dedicates about five minutes a day for a month to sketchnote practice. She gives students lots of choices in how they want to do it -- on a whiteboard, on a digital tablet, or with paper and pencils. The point is to give them dedicated time to familiarize themselves with how they might express themselves visually.\u003c/p>\n\u003cp>“I did have students complain about it,” Freedman said. But she told them that if after a month of building up their visual vocabulary and giving it a shot, they wanted to take notes in other ways, that was fine with her. In the end, many of her students chose to sketchnote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Freedman has come to see sketchnoting as a bridge between early elementary, when students necessarily think visually because they are still learning to read, and middle school, where suddenly all visual thinking seems to stop.\u003c/p>\n\u003cp>\u003ca href=\"https://carriebaughcum.com/\">\u003cimg class=\"aligncenter size-full wp-image-54658\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/what-sketchnoting.png\" alt=\"\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003c/a>\u003c/p>\n\u003cp>\"One of my girls at the end of the year said that, 'I learned that sketchnoting helps me remember things more,' \" Freedman said.\u003c/p>\n\u003cp>Freedman uses sketchnoting resources on the website of \u003ca href=\"https://sylviaduckworth.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sylvia Duckworth\u003c/a>, a former teacher and author who has become a sketchnoting celebrity. Duckworth breaks down the elements of a sketchnote like icons, containers and font to help the artist think about organizing the sketch. Freedman has found those tools help her students organize their thinking as well.\u003c/p>\n\u003cp>“My students have their own podcast and they sketchnote their segments on notecards,” she explained. Storyboarding in this segmented way allows them to move things around, finding a structure and coherence that doesn’t come as naturally when writing is the first step in the process. “They wouldn’t have been able to do that if it were on paper. They just don’t see it that way.”\u003c/p>\n\u003cp>She’s also found that allowing students to sketchnote an outline or first draft of a writing assignment can dramatically improve the quality of the thinking and writing she receives. Freedman says her students always want the first draft to be the final draft, and they often write the bare minimum. But when they sketch first, not only do they organize their thoughts better, but they also tend to add more detail and evidence from what they’ve read. They have a template to follow, one that didn’t feel as intimidating to make.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gY9KdRfNN9w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Since the genius project experiment, Freedman has offered sketchnoting as an option to her students in many other ways. She’s found that student sketches are a great jumping-off point to ask them more about their thinking -- they look at what they’ve drawn and can tell her far more than they used to. And, she can easily spot when there are misconceptions.\u003c/p>\n\u003cp>For example, she quickly realized her students didn’t understand what theme was because, when she asked them to sketchnote the story’s theme, they would draw characters and setting. That was an immediate sign to Freedman she needed to reteach the idea of theme, something she might not have known from the cryptic sentences her students used to write in response to the same kinds of questions.\u003c/p>\n\u003cp>“It allows me to ask better questions because I’m not just looking at a simple answer or a paragraph,” Freedman said. “I’m trying to interpret what’s in front of me, too.”\u003c/p>\n\u003cp>Freedman has also found sketchnoting to be surprisingly helpful dealing with the inevitable conflicts that crop up in the middle grades.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss learning about what sketchnoting is \u003ca href=\"https://twitter.com/HeckAwesome?ref_src=twsrc%5Etfw\">@HeckAwesome\u003c/a> \u003ca href=\"https://twitter.com/hashtag/sketchnote?src=hash&ref_src=twsrc%5Etfw\">#sketchnote\u003c/a> \u003ca href=\"https://twitter.com/manuelherrera33?ref_src=twsrc%5Etfw\">@manuelherrera33\u003c/a> \u003ca href=\"https://twitter.com/ZajacSLP?ref_src=twsrc%5Etfw\">@ZajacSLP\u003c/a> \u003ca href=\"https://twitter.com/hashtag/jjpride?src=hash&ref_src=twsrc%5Etfw\">#jjpride\u003c/a> \u003ca href=\"https://t.co/hIwdRg2vgN\">pic.twitter.com/hIwdRg2vgN\u003c/a>\u003c/p>\n\u003cp>— Rayna Freedman (@rlfreedm) \u003ca href=\"https://twitter.com/rlfreedm/status/1046782566945165312?ref_src=twsrc%5Etfw\">October 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I had these two girls that were up each other's throats,” Freedman said. She asked them to stay in from recess one day, but rather than lecturing them, she asked each girl to sketchnote how she was feeling. Then they each looked at the other person’s drawing and drew what it made them think. The drawings revealed the misunderstanding at the bottom of the conflict, and gave each girl enough emotional distance to truthfully express how they were feeling.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/zajacslp?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Kim Zajac\u003c/a> is the speech and language pathologist at Freedman’s school. She has also found sketchnoting to be a powerful tool for her students. One boy was regularly in conflict with other classmates. Zajac encouraged him to sketch out what happened in those interactions and to imagine and sketch alternative ways to handle it next time.\u003c/p>\n\u003cp>“Make it less of a criticism process and more of a social expectation process,” Zajac said. This student wouldn’t have been able to talk about how these interactions made him feel without the sketches. They gave him a concrete reference for his feelings and reactions to other kids.\u003c/p>\n\u003cp>In another instance, Zojac had a student who struggled to keep his speech rate up when he presented. To support him, she first had him explain his ideas to her while she sketched them. Later, when he presented in front of the class, he had the sketch as reference, which helped him stay on track.\u003c/p>\n\u003cp>“If they can just dump it out, put it in some symbolic form, then it allows them to recall it back, think deeper, and present it in a different form,” Zojac said. And for the kids she supports, who have speech and language issues, sketchnoting offers important insights into their thinking that is otherwise difficult to access.\u003c/p>\n\u003cp>“It isn’t about things being pretty,” Zojac said. “It’s not about creating a piece of art. It’s about creating a piece of thinking.”\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nSketchnoting With Special Needs Students\u003c/strong>\u003c/p>\n\u003cp>Carrie Baughcum teaches students with special learning needs at South Middle in Arlington Heights, Illinois. Her students have a range of disabilities from motor challenges, to language challenges, to emotional and behavioral issues. She usually has students for English, math, social studies and a resource class, but they are integrated into other subjects throughout the day. And, as they become more independent learners throughout their time in middle school, they often transition out to the general classroom more often.\u003c/p>\n\u003cp>Before Baughcum discovered sketchnoting, she used a fairly traditional approach with her students. She was focused on building their comprehension skills and did a lot of skill practice with them. She always saw gains and made solid progress on her students’ Individualized Education Programs (IEPs), but she hadn’t done a lot of thinking about how to get them excited about what they were learning.\u003c/p>\n\u003cp>Baughcum had begun drawing at home with her daughters as a way of spending time with them. It was an uncomfortable experience for her. She didn’t feel like a good artist, but noticed herself improving as she kept at it. And, she loved the insight she got into her own children’s minds through their drawings.\u003c/p>\n\u003cp>“I was certain that the students in my special education classroom, two to three years below grade level, that they couldn’t do it,” Baughcum said at the Building Learning Communities conference. But she decided to test the theory one year with a group of students that happened to be all boys.\u003c/p>\n\u003cp>“It was one of the most challenging groups I’ve had in 20 years of teaching,” Baughcum said.\u003c/p>\n\u003cp>They were reading an adapted version of Edgar Allan Poe's story, \"The Fall of the House of Usher.\" Baughcum asked her students, “What movie is playing in your head when we read this paragraph?” No one said anything. So, she started narrating out loud what she imagined as she read.\u003c/p>\n\u003cfigure id=\"attachment_54660\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"wp-image-54660 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-margins.png\" alt=\"An example of Carrie Baughcum's students sketchnoting in the margins of a text.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">An example of Carrie Baughcum's students sketchnoting in the margins of a text. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She modeled drawing those thoughts into the margin of the book. Her students dutifully copied down what she had drawn. That went on for a while. Baughcum would walk around the room and ask her students questions about what they were drawing, even though the drawings were copies of what she had described. One day, a student decided to draw something different. Baughcum calls it the “going rogue moment.” It transformed her classroom; overnight every student wanted to show that they imagined something unique.\u003c/p>\n\u003cp>“Since that moment when he went rogue, all the other students embraced the idea that they had these ideas in their head and we can draw them,” Baughcum said.\u003c/p>\n\u003cp>Her students didn’t have a lot of experience visualizing, but once she started asking them to do so, and they got comfortable with the idea, Baughcum has seen the practice deepen their comprehension. But, she cautions, it doesn’t always look how she expects. She's even written a guide to sketchnoting in the classroom called \u003cem>\u003ca href=\"https://carriebaughcum.com/book/\" target=\"_blank\" rel=\"noopener noreferrer\">My Pencil Made Me Do It\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>“Their drawing could be so off base, but if I can go over and ask them about it, and they can connect it, then that’s the right image for them,” Baughcum said. She’s adamant that the drawings themselves are not the point. It’s the thinking behind the drawing that interests her. To keep her students focused on the process and not the product she’s careful to use phrases like “visual thinking” and “doodling to learn.”\u003c/p>\n\u003cp>Baughcum doesn’t care what the drawings look like, as long as her students can talk about the ideas they represent. She never gives feedback on the drawings themselves, only on the thinking. She often spots misconceptions in the drawings her students have made -- valuable information for her -- but also opportunities to discuss editing the drawing to fill in those comprehension holes.\u003c/p>\n\u003cp>“The conversations we have in my classroom have become richer,” Baughcum said, and there’s less lag time retrieving thoughts. She points out to students how much cognitive processing is happening as they sketchnote. They’re listening to information, making sense of it, connecting it to other information they know and to a visual image, and then drawing it. It’s an active process, which is why Baughcum has found it to be so powerful for her students.\u003c/p>\n\u003cp>“That offers this really wonderful desire to want to do it more because they’re feeling good about what they're thinking,” Baughcum said.\u003c/p>\n\u003cp>Sketchnoting has changed what she expects from her students. But she acknowledges that using this practice in class is a marathon, not a race. It takes time to help students learn how to visualize, to see a picture in their heads. And, she’s worked with them to think carefully about the icons, fonts and containers they’re sketching. She wants them to have a reason for each choice they make in their sketchnote because those choices are directly connected to the material they are learning.\u003c/p>\n\u003cp>“When we’re sketchnoting in class I tell students is it new, is it interesting, does it make you feel something? If so, it’s probably worth taking down.”\u003c/p>\n\u003cp>Baughcum also says it’s important for teachers to sketchnote with their students. Drawing can make people feel vulnerable, so when the teacher acknowledges she’s new to this as well, and makes mistakes, it creates room for students to try new things, too.\u003c/p>\n\u003cp>“Before I started sketchnoting with my students, I wasn’t really a drawer,” Baughcum said. “I have noted that opening up this new permission to draw and learn has opened up opportunities for students to show me parts of themselves they may not have shown before.”\u003c/p>\n\u003cfigure id=\"attachment_54661\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-54661\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-sketchnote.png\" alt=\"A student's sketchnote.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">A student's sketchnote. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And she’s seen huge successes. Like the first-year student who struggled tremendously with reading. Getting through a whole paragraph was almost impossible for him. But by visualizing the story as it was read to him, doodling in the margins, and connecting the ideas on the first read-through, he could then read it on his own. Baughcum was also quick to point out that students can sketch on Post-it notes pasted into books if they aren't allowed to write in the texts themselves.\u003c/p>\n\u003cp>“It surprised me that my students, no matter how impaired their cognitive level might be, or their reading level might be, how well their potential to visualize and connect to doodling is,” Baughcum said. She even has students who use assistive technology to write because their motor skills make handwriting very difficult, but they can sketch. And the social worker on her team has picked up on the sketchnoting success to help make social and emotional learning themes more concrete for students as well. Students have created an icon library of their feelings that they use to express their emotions.\u003c/p>\n\u003cp>Baughcum isn’t suggesting that every teacher drop what they’ve been doing for years to start sketchnoting. But she says if teachers open the door for sketchnoting, even allowing students to sketch as part of another note-taking strategy -- like Cornell notes -- it may be helpful to some students. She thinks of it as a layering strategy. She didn’t stop covering her curriculum to only sketchnote. She gradually exposed her students to different elements of sketchnoting, building up their visualizing capacity and organization skills by practicing it alongside existing social studies or reading activities.\u003c/p>\n\u003cp>She also says teachers have to be patient with themselves and with their students. Often mindsets are the hardest things to overcome. Baughcum has had students who refuse to draw. But she’s found ways around that. One student was adamant that she could not draw, but Baughcum still wanted her to visualize because she saw how much it helped her other students in their comprehension. She let the student print out pictures and glue them to her sketchnote to make visible her thinking. And ultimately, the girl decided to give sketchnoting a shot after all.\u003c/p>\n\u003cp>Baughcum says she’s always been a fearless teacher, ready to try anything that might help her students learn. But sketchnoting has stretched her in ways she didn’t know she needed to be stretched. It’s revealed some of her own mindsets about what she believed students with learning disabilities could and couldn’t do. Her students have shown her those beliefs just weren’t true.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was never that they couldn’t do it, it was that I never gave it a try to see if they could,” Baughcum said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_21303","mindshift_20837","mindshift_20934","mindshift_21302"],"featImg":"mindshift_54657","label":"mindshift"},"mindshift_45731":{"type":"posts","id":"mindshift_45731","meta":{"index":"posts_1716263798","site":"mindshift","id":"45731","score":null,"sort":[1468566175000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1468566175,"format":"standard","disqusTitle":"Books Teachers Share: Inspired to Join the Doodle Revolution","title":"Books Teachers Share: Inspired to Join the Doodle Revolution","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Literacy specialist Shawna Coppola teaches at a small elementary school in Rollinsford, New Hampshire, where she focuses on universal instruction and supporting teachers, often stepping in to help plan a lesson or co-teach a unit. She said that an unlikely book has profoundly changed how she thinks about teaching reading and writing: Sunni Brown’s \u003c/span>\u003ca href=\"https://www.amazon.com/Doodle-Revolution-Unlock-Power-Differently/dp/1591847036\">\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: Unlock the Power to Think Differently\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola, who was never much of a doodler herself, said when she first started teaching 16 years ago, she often told students to stop drawing all over their papers and pay attention. But what she learned from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is that there is research to support the idea that doodling is actually not stealing focus, but helping to\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> increase\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> focus by helping the doodler think deeply about what is being said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And more than that, Coppola said, it’s fun. This conversation with MindShift has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola: The book that has changed my life is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">it takes you through what doodling is, it argues for its benefits, and talks about how visual learning and visual thinking can help us become better learners, but also can be super fun. Not only is Sunni Brown a really engaging writer and speaker, but she grounds her work in research.\u003c/span>\u003c/p>\n\u003cp>https://www.ted.com/talks/sunni_brown?language=en\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I found this book three years ago, in the business management section of the bookstore. But I could see how the ideas that Sunni was putting out there could apply to education. It really hit me in a way I didn’t expect.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think the book aims to break down misconceptions about doodling as being a mindless thing. Often, we think of doodlers as not paying attention. I remember when I first started teaching, I had this student who was a big doodler, and I would say to her, OK, put that away. And I had a meeting with her and her parents one day and it [doodling] came up somehow. And they tried to explain to me why she doodles, they were telling me how it helps her focus. At the time, I just wasn’t ready to hear it. I was willing to say, ok \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">she\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can doodle, but no one else is going to doodle in my classroom! I didn’t doodle, so I saw it as something sort of subversive. And that’s what Sunni talks about, we think of doodling as something mindless and almost rude. She turns that notion on its head.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-45793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Circa-2014b-e1468563706159.jpg\" alt=\"Circa 2014b\" width=\"1920\" height=\"2560\">\u003c/p>\n\u003cp>The other part of the book offers some really practical ways to learn visual thinking techniques, and that was really helpful for me, because I never thought of myself as a visual learner, but now I completely think of myself as a visual learner. She talks about using a ‘visual alphabet,’ she talks about using color when you’re taking notes, how you can differentiate between different parts of what you’re listening to or reading. She talks about using different kinds of bullets and frames. Then she gives us space as readers to kind of practice it in the book.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book has changed what I do so much. It’s changed how I access and synthesize information. But what’s really changed is the way I listen to information coming in. I’ve been taking pictures of my notebooks through the years to see how they’ve evolved -- and it’s become so fun for me, it helps me focus. It’s changed everything about the way I think of composition, and the way I think. It’s just been completely paradigm-shifting for me. \u003c/span>\u003c/p>\n\u003cp>And I use it in different ways with the students. Like, my colleague teaches a fifth/sixth grade classroom. She used to be a doodler and a drawer, but stopped. The book really spoke to her. She started doodling more. Then she and I explicitly taught her students some of the techniques that Sunni teaches in the book. It’s given permission to the kids: so when we’re doing math, I can doodle, and doodle what I’m hearing and that’s OK, no one’s going to be mad at me, or have to put my notebook away.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not only visual thinking strategies; it also helped me think differently about composition as a whole. [Because of the book], in the past couple of years, we’ve done a lot more inquiries into comics and graphic novels and illustration study. And the students are so much more engaged, I feel like I see it, and other teachers have told me how much engagement they see with their kids now. They love it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My favorite quote: \"How do we drop like rocks off the visual language learning curve? When and why does this insidious phenomenon start? I've seen children of all ages ooze doodles and drawings onto paper as if they were vines growing with their hands. They do this easily, without prompting or training; it's as natural as walking and talking. Then, without warning--and worse, without adults noticing or caring--they seem to lose their visual language capacity as they embrace numbers and letters. Out go their loose, easy sketches, and in come the supposedly \"real\" tools, the power tools of numbers and words that will likely dominate their attention for the rest of their lives.\"\u003c/p>\n\u003cfigure id=\"attachment_45767\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Quote-e1468007078441.jpg\" alt=\"Mark-up of Shawna Coppola's copy of "The Doodle Revolution."\" width=\"1920\" height=\"1289\">\u003cfigcaption class=\"wp-caption-text\">Mark-up of Shawna Coppola's copy of \"The Doodle Revolution.\" \u003ccite>(Courtesy of Shawna Coppola)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","disqusIdentifier":"45731 http://ww2.kqed.org/mindshift/?p=45731","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/15/books-teachers-share-inspired-to-join-the-doodle-revolution/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":949,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":15},"modified":1468566175,"excerpt":"A teacher found a better way to teach by encouraging kids to doodle. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A teacher found a better way to teach by encouraging kids to doodle. ","title":"Books Teachers Share: Inspired to Join the Doodle Revolution | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Books Teachers Share: Inspired to Join the Doodle Revolution","datePublished":"2016-07-15T00:02:55-07:00","dateModified":"2016-07-15T00:02:55-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"books-teachers-share-inspired-to-join-the-doodle-revolution","status":"publish","path":"/mindshift/45731/books-teachers-share-inspired-to-join-the-doodle-revolution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Literacy specialist Shawna Coppola teaches at a small elementary school in Rollinsford, New Hampshire, where she focuses on universal instruction and supporting teachers, often stepping in to help plan a lesson or co-teach a unit. She said that an unlikely book has profoundly changed how she thinks about teaching reading and writing: Sunni Brown’s \u003c/span>\u003ca href=\"https://www.amazon.com/Doodle-Revolution-Unlock-Power-Differently/dp/1591847036\">\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: Unlock the Power to Think Differently\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola, who was never much of a doodler herself, said when she first started teaching 16 years ago, she often told students to stop drawing all over their papers and pay attention. But what she learned from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is that there is research to support the idea that doodling is actually not stealing focus, but helping to\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> increase\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> focus by helping the doodler think deeply about what is being said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And more than that, Coppola said, it’s fun. This conversation with MindShift has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola: The book that has changed my life is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">it takes you through what doodling is, it argues for its benefits, and talks about how visual learning and visual thinking can help us become better learners, but also can be super fun. Not only is Sunni Brown a really engaging writer and speaker, but she grounds her work in research.\u003c/span>\u003c/p>\n\u003cp>https://www.ted.com/talks/sunni_brown?language=en\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I found this book three years ago, in the business management section of the bookstore. But I could see how the ideas that Sunni was putting out there could apply to education. It really hit me in a way I didn’t expect.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think the book aims to break down misconceptions about doodling as being a mindless thing. Often, we think of doodlers as not paying attention. I remember when I first started teaching, I had this student who was a big doodler, and I would say to her, OK, put that away. And I had a meeting with her and her parents one day and it [doodling] came up somehow. And they tried to explain to me why she doodles, they were telling me how it helps her focus. At the time, I just wasn’t ready to hear it. I was willing to say, ok \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">she\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can doodle, but no one else is going to doodle in my classroom! I didn’t doodle, so I saw it as something sort of subversive. And that’s what Sunni talks about, we think of doodling as something mindless and almost rude. She turns that notion on its head.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-45793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Circa-2014b-e1468563706159.jpg\" alt=\"Circa 2014b\" width=\"1920\" height=\"2560\">\u003c/p>\n\u003cp>The other part of the book offers some really practical ways to learn visual thinking techniques, and that was really helpful for me, because I never thought of myself as a visual learner, but now I completely think of myself as a visual learner. She talks about using a ‘visual alphabet,’ she talks about using color when you’re taking notes, how you can differentiate between different parts of what you’re listening to or reading. She talks about using different kinds of bullets and frames. Then she gives us space as readers to kind of practice it in the book.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book has changed what I do so much. It’s changed how I access and synthesize information. But what’s really changed is the way I listen to information coming in. I’ve been taking pictures of my notebooks through the years to see how they’ve evolved -- and it’s become so fun for me, it helps me focus. It’s changed everything about the way I think of composition, and the way I think. It’s just been completely paradigm-shifting for me. \u003c/span>\u003c/p>\n\u003cp>And I use it in different ways with the students. Like, my colleague teaches a fifth/sixth grade classroom. She used to be a doodler and a drawer, but stopped. The book really spoke to her. She started doodling more. Then she and I explicitly taught her students some of the techniques that Sunni teaches in the book. It’s given permission to the kids: so when we’re doing math, I can doodle, and doodle what I’m hearing and that’s OK, no one’s going to be mad at me, or have to put my notebook away.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not only visual thinking strategies; it also helped me think differently about composition as a whole. [Because of the book], in the past couple of years, we’ve done a lot more inquiries into comics and graphic novels and illustration study. And the students are so much more engaged, I feel like I see it, and other teachers have told me how much engagement they see with their kids now. They love it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My favorite quote: \"How do we drop like rocks off the visual language learning curve? When and why does this insidious phenomenon start? I've seen children of all ages ooze doodles and drawings onto paper as if they were vines growing with their hands. They do this easily, without prompting or training; it's as natural as walking and talking. Then, without warning--and worse, without adults noticing or caring--they seem to lose their visual language capacity as they embrace numbers and letters. Out go their loose, easy sketches, and in come the supposedly \"real\" tools, the power tools of numbers and words that will likely dominate their attention for the rest of their lives.\"\u003c/p>\n\u003cfigure id=\"attachment_45767\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Quote-e1468007078441.jpg\" alt=\"Mark-up of Shawna Coppola's copy of "The Doodle Revolution."\" width=\"1920\" height=\"1289\">\u003cfigcaption class=\"wp-caption-text\">Mark-up of Shawna Coppola's copy of \"The Doodle Revolution.\" \u003ccite>(Courtesy of Shawna Coppola)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45731/books-teachers-share-inspired-to-join-the-doodle-revolution","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20837"],"featImg":"mindshift_45768","label":"mindshift"},"mindshift_41637":{"type":"posts","id":"mindshift_41637","meta":{"index":"posts_1716263798","site":"mindshift","id":"41637","score":null,"sort":[1439905033000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1439905033,"format":"standard","disqusTitle":"Taking Notes: Is The Pen Still Mightier Than the Keyboard?","title":"Taking Notes: Is The Pen Still Mightier Than the Keyboard?","headTitle":"MindShift | KQED News","content":"\u003cp>Educators are eager to know how the computers popping up in their classrooms actually affect student learning. Much of the research has focused on how computers and other digital devices increase the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/03/how-does-multitasking-change-the-way-kids-learn/\" target=\"_blank\">temptation and likelihood of multitasking\u003c/a>, leading to lower comprehension and reduced productivity. But until now, few people have looked into whether the method of note-taking a student uses, such as typing on a computer or writing in longhand, affects how well he or she comprehends the lecture.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://pss.sagepub.com/content/early/2014/04/22/0956797614524581\" target=\"_blank\">study published in Psychological Science\u003c/a> confronts the issue head-on. Researchers Pam Mueller and Daniel Oppenheimer asked students to take notes on a 20-minute video lecture using either longhand or a computer that had been disabled for any other use. They wanted to remove the distractions that have given note-taking on computers lower marks for memory and comprehension. “Even if you are using computers exactly as they’re supposed to be used, might that still be hurting learning?” is the question Mueller sought out to answer.\u003c/p>\n\u003cp>Mueller said she got the idea for the experiment when she was a teaching assistant for an undergraduate class and forgot to bring her computer one day. She took notes by hand instead and felt a noticeable difference in her retention of the material. The experience made her wonder if others would react the same way.\u003c/p>\n\u003cp>[contextly_sidebar id=\"NkJRUcz8Ybd9TK2piTVaLJ7N5QQu67co\"]\u003c/p>\n\u003cp>The two researchers set up three studies to test various conditions. In the first study, one group of undergraduate college students were told to watch a 20-minute TED Talk on a subject they weren’t likely to know much about and take notes by hand. The other group took notes on the computer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students who took notes on laptops tended to transcribe the content verbatim,” Mueller said. Those students took many more notes, but seemed to process what they heard much less. In a test taken a few minutes after completing the lecture, students who had taken notes using longhand performed much better. The difference was particularly striking on conceptual questions, where students had to take two pieces of information they’d heard in the lecture and synthesize them into a conclusion.\u003c/p>\n\u003cp>The researchers then tested another intervention, telling a third group of students taking notes on a computer that verbatim notes aren’t a good way to remember and that they should slow down. The other two groups remained the same as in the first study. The intervention group performed almost exactly the same as the computer note-takers who hadn’t received the intervention, leading Mueller and Oppenheimer to believe that simply telling students not to take notes verbatim doesn’t work.\u003c/p>\n\u003cp>Since the verbatim note-takers were recording more information than those taking longhand notes, Mueller reasoned that maybe that group would do better if given a chance to study their notes. So in a third study, the researchers asked both groups of note-takers to come back a week later, review their notes for 15 minutes and then take the test.\u003c/p>\n\u003cp>To Mueller’s surprise, the longhand note-takers still performed better. She also hypothesizes that since longhand note takers had to be more selective about what they wrote, they had processed the information better as it came in, making the recall easier.\u003c/p>\n\u003cp>These findings align with neuroscience research on memory reconsolidation. When information is called up into the short term memory after having been hardwired into the long term memory, it sticks better the second time.\u003c/p>\n\u003cp>“If you processed [the information] as it was coming in, then there’s more in your brain for the refresher to hang on to,” Mueller said.\u003c/p>\n\u003cp>\u003cstrong>Making it Stick in the Classroom\u003c/strong>\u003c/p>\n\u003cp>The typing versus handwriting debate recalls a related, heated discussion over whether students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">should continue to learn handwriting\u003c/a>. While the research is not conclusive, several researchers contend that writing by hand stimulates special neural circuits, leading to stronger reading ability, new idea generation and retention of information.\u003c/p>\n\u003cp>Mueller thinks there’s still hope for digital note-taking, but says students must be taught how to slow down and process information as they take it in. She thinks there could be promise in stylus technology, which would slow the pace at which a person can take notes, but would still allow for digital storage.\u003c/p>\n\u003cp>Some educators are taking long form notes to new levels, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\">embracing the idea of sketchnotes\u003c/a>, in which the ideas presented in a lecture are captured as a combination of words and images.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Shelley Paul, who at the time was director of learning design at Woodward Academy. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>Paul admits it can be hard to keep up with a fast paced lecture, but even the things she decides not to depict end up getting connected to the images she does draw. She’s been implementing the practice with students who love the freedom to doodle in class and who are making great connections between information in the process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>While unconventional, drawing as note-taking makes sense based on memory research, which shows that if multiple ideas can be condensed into an image, the brain stores all those related ideas as one. The image acts as a zip file for multiple ideas, helping to fit more into the limited short term memory.\u003c/p>\n\n","disqusIdentifier":"41637 http://ww2.kqed.org/mindshift/?p=41637","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":957,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":20},"modified":1440262046,"excerpt":"Longhand note-takng results in a better conceptual understanding of the material and is easier to recall later.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Longhand note-takng results in a better conceptual understanding of the material and is easier to recall later.","title":"Taking Notes: Is The Pen Still Mightier Than the Keyboard? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Taking Notes: Is The Pen Still Mightier Than the Keyboard?","datePublished":"2015-08-18T06:37:13-07:00","dateModified":"2015-08-22T09:47:26-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"taking-notes-is-the-pen-still-mightier-than-the-keyboard","status":"publish","path":"/mindshift/41637/taking-notes-is-the-pen-still-mightier-than-the-keyboard","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators are eager to know how the computers popping up in their classrooms actually affect student learning. Much of the research has focused on how computers and other digital devices increase the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/03/how-does-multitasking-change-the-way-kids-learn/\" target=\"_blank\">temptation and likelihood of multitasking\u003c/a>, leading to lower comprehension and reduced productivity. But until now, few people have looked into whether the method of note-taking a student uses, such as typing on a computer or writing in longhand, affects how well he or she comprehends the lecture.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://pss.sagepub.com/content/early/2014/04/22/0956797614524581\" target=\"_blank\">study published in Psychological Science\u003c/a> confronts the issue head-on. Researchers Pam Mueller and Daniel Oppenheimer asked students to take notes on a 20-minute video lecture using either longhand or a computer that had been disabled for any other use. They wanted to remove the distractions that have given note-taking on computers lower marks for memory and comprehension. “Even if you are using computers exactly as they’re supposed to be used, might that still be hurting learning?” is the question Mueller sought out to answer.\u003c/p>\n\u003cp>Mueller said she got the idea for the experiment when she was a teaching assistant for an undergraduate class and forgot to bring her computer one day. She took notes by hand instead and felt a noticeable difference in her retention of the material. The experience made her wonder if others would react the same way.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The two researchers set up three studies to test various conditions. In the first study, one group of undergraduate college students were told to watch a 20-minute TED Talk on a subject they weren’t likely to know much about and take notes by hand. The other group took notes on the computer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students who took notes on laptops tended to transcribe the content verbatim,” Mueller said. Those students took many more notes, but seemed to process what they heard much less. In a test taken a few minutes after completing the lecture, students who had taken notes using longhand performed much better. The difference was particularly striking on conceptual questions, where students had to take two pieces of information they’d heard in the lecture and synthesize them into a conclusion.\u003c/p>\n\u003cp>The researchers then tested another intervention, telling a third group of students taking notes on a computer that verbatim notes aren’t a good way to remember and that they should slow down. The other two groups remained the same as in the first study. The intervention group performed almost exactly the same as the computer note-takers who hadn’t received the intervention, leading Mueller and Oppenheimer to believe that simply telling students not to take notes verbatim doesn’t work.\u003c/p>\n\u003cp>Since the verbatim note-takers were recording more information than those taking longhand notes, Mueller reasoned that maybe that group would do better if given a chance to study their notes. So in a third study, the researchers asked both groups of note-takers to come back a week later, review their notes for 15 minutes and then take the test.\u003c/p>\n\u003cp>To Mueller’s surprise, the longhand note-takers still performed better. She also hypothesizes that since longhand note takers had to be more selective about what they wrote, they had processed the information better as it came in, making the recall easier.\u003c/p>\n\u003cp>These findings align with neuroscience research on memory reconsolidation. When information is called up into the short term memory after having been hardwired into the long term memory, it sticks better the second time.\u003c/p>\n\u003cp>“If you processed [the information] as it was coming in, then there’s more in your brain for the refresher to hang on to,” Mueller said.\u003c/p>\n\u003cp>\u003cstrong>Making it Stick in the Classroom\u003c/strong>\u003c/p>\n\u003cp>The typing versus handwriting debate recalls a related, heated discussion over whether students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">should continue to learn handwriting\u003c/a>. While the research is not conclusive, several researchers contend that writing by hand stimulates special neural circuits, leading to stronger reading ability, new idea generation and retention of information.\u003c/p>\n\u003cp>Mueller thinks there’s still hope for digital note-taking, but says students must be taught how to slow down and process information as they take it in. She thinks there could be promise in stylus technology, which would slow the pace at which a person can take notes, but would still allow for digital storage.\u003c/p>\n\u003cp>Some educators are taking long form notes to new levels, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\">embracing the idea of sketchnotes\u003c/a>, in which the ideas presented in a lecture are captured as a combination of words and images.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Shelley Paul, who at the time was director of learning design at Woodward Academy. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>Paul admits it can be hard to keep up with a fast paced lecture, but even the things she decides not to depict end up getting connected to the images she does draw. She’s been implementing the practice with students who love the freedom to doodle in class and who are making great connections between information in the process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>While unconventional, drawing as note-taking makes sense based on memory research, which shows that if multiple ideas can be condensed into an image, the brain stores all those related ideas as one. The image acts as a zip file for multiple ideas, helping to fit more into the limited short term memory.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41637/taking-notes-is-the-pen-still-mightier-than-the-keyboard","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20637","mindshift_20837"],"featImg":"mindshift_41644","label":"mindshift"},"mindshift_39941":{"type":"posts","id":"mindshift_39941","meta":{"index":"posts_1716263798","site":"mindshift","id":"39941","score":null,"sort":[1436966954000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1436966954,"format":"standard","disqusTitle":"Making Learning Visible: Doodling Helps Memories Stick","title":"Making Learning Visible: Doodling Helps Memories Stick","headTitle":"MindShift | KQED News","content":"\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","disqusIdentifier":"39941 http://ww2.kqed.org/mindshift/?p=39941","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1182,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":34},"modified":1464912245,"excerpt":"Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ","title":"Making Learning Visible: Doodling Helps Memories Stick | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Learning Visible: Doodling Helps Memories Stick","datePublished":"2015-07-15T06:29:14-07:00","dateModified":"2016-06-02T17:04:05-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"making-learning-visible-doodling-helps-memories-stick","status":"publish","path":"/mindshift/39941/making-learning-visible-doodling-helps-memories-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39941/making-learning-visible-doodling-helps-memories-stick","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20837"],"featImg":"mindshift_41148","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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