Tag Archives: doodle revolution

Connect disconnected pathways with multiple representations

A doodler is connecting neurological pathways with perviously disconnected pathways.  A doodler is concentrating intently, sifting through information, conscious and otherwise, and – much more often than we realize – generating massive insights.  (Brown, 11 pag.)

How might we test this? What if we engage with our curriculum to experience connecting disconnected pathways, to generate insights, to make thinking visible?

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It is the relationship between the teacher, the student, and the content – not the qualities of any one of them by themselves – that determines the nature of instructional practice, and each corner of the instructional core has its own particular role and resources to bring to the instructional process. (City and Elmore, 22 pag.)

What if we make a small shift in our role and resources to bring multiple representations to our practice?

Screen Shot 2015-01-21 at 7.11.21 PM …, it is the change in the knowledge and skill that the teachers bring to the practice, the type of content to which students gain access, and the role that students play in their own learning that determine what students will know and be able to do. (City and Elmore, 24 pag.)

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These learners need doodling in order to focus more acutely on what’s being said, and they demonstrate better recall when they’re allowed to doodle than when they’re not.  (Brown, 21 pag.)

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Just make a mark and see where it takes you. (Reynolds, n. pag.)


Brown, Sunni. The Doodle Revolution: Unlock the Power to Think Differently. New York: Portfolio/Penguin, 2014. Print.

City, Elizabeth A. Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Cambridge, MA: Harvard Education, 2009. Print.

Reynolds, Peter. The Dot. Cambridge, MA: Candlewick, 2003. Print.

Doodling the C’s – Lesson 08: Explaining

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was about observing.  Lesson 08 is about explaining.

Project:  What if we doodle to convey additional meaning for a learning progression?
  1. Select or write a new learning progression to highlight a pathway to success for a skill, topic, or process.
  2. Doodle to add additional information and/or meaning.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #LL2LU#ShowYourWork #TrinityLearns (or your school’s hashtag)

 

Doodling the C’s – Lesson 07: Observing

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was about reading and comprehension.  Lesson 07 is about observing.

Project:  Doodle as you observe.  Choose from 2 of the 3 choices listed below:
  1. Observe a colleague teach a lesson.  Doodle what you learn and notice.
  2. Sketch-note through a faculty meeting.
  3. Doodle the big ideas and salient points from a professional development session or workshop.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Suggestions:

  •  Observe another teacher.  Capture the teacher moves, essential learnings, student questions, and student actions.
  • Capture the big ideas from your next faculty meeting.
  • Illustrate the important points from a conference session or keynote.  Ask the speaker to sign your sketch-note.

Doodling the C’s – Lesson 06: Reading

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was about listening.  Lesson 06 is about reading and comprehension.

Project:  Doodle as you read for comprehension.  Choose from 2 of the 3 choices listed below:

  1. Read an article, suggestions below.
  2. Reread a chapter of your summer reading selection.
  3. Step into student shoes. Be a listener during a read aloud by doodling to an audio book.

While reading:

    • Practice the technique of visually thinking about what you are reading.
    • Sketch in the margins, on Post-it Notes, or in your sketch-note notebook.
    • Be sure to document what you read to share with others.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Suggestions (articles):

Suggestions (reread chapter from your summer reading selection)

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Suggestions (doodle to a chapter of an audio book)

Not sure about audio books? The above are free with a 30-day trial of Audible)

Doodling the C’s – Lesson 05: Listening

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on memory boosters.  Lesson 05 is on listening.

Project:  Listen to a couple of TED talks of your choice.
(suggestions below).

1st TED Talk:

  1. Practice the technique of visually thinking about what you are hearing.
  2. Listen to the video twice.
    1. During the first time, stop the video when needed to pause to sketch.
    2. On the second time through, do not stop the video. Work your way through and see how much you can sketch note.
2nd TED Talk:
  1. Be brave.  Practice what we’ve learned in Lesson 4: Memory Booster.
  2. Sketch-note the chosen TED talk without stopping the video.  It is ok to miss some things.
  3. Share your doodle using the hastags #ShowYourWork and YourSchoolsHashtag #TrinityLearns or #WALearns, etc.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)


Doodling the C’s – Lesson 04: Memory Boosters

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on faces and figures.  Lesson 04 is on memory boosters.

Complete the five Memory Boosters Lessons:

Project (pick one):

  • Create a 7.5 x 10 poster of Lessons Learned from the Building Blocks, Lettering, Faces & Figures lessons using these building block.
  • Create a 7.5 x 10 poster for an upcoming class or lesson.
    • Mind map of connected ideas
    • Important message
    • Pathway of success for an essential learning.

Remember… It takes practice.

  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Doodling the C’s – Lesson 03: Faces and Figures

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on lettering.  Lesson 03 is on faces and figures.

Complete the four Faces & Figures Lessons:

  1. Stick Peeps
  2. Faces
  3. Emotions
  4. Sketch-note Example

Want more practice?  Experiment with these ideas.

Project (pick one):

  • Create a 7.5 x 10 poster of Lessons Learned from the Building Blocks and Lettering lessons using the building block.  (I like Jo Boaler’s stem:  I wish everyone my age knew…)
  • Create a 7.5 x 10 poster to describe
    • an important person or event
    • an important idea(s) from our current Read Aloud
 Remember… It takes practice.
  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Doodling the C’s – Lesson 02: Lettering

How do we practice Information Age skills?  Which of the C’s do we actively engage with, share in the-struggle-to-learn with others, and intentionally insert into daily practice?

Creativity and innovation, Communication, Critical thinking and problem solving, Collaboration, …

Last week’s lesson was on building blocks.  Lesson 02 is on lettering.

Complete the four lessons on Lettering:

Project (pick 1):
  • Refine your poster from 01: Building Blocks to include lettering and depth.
  • Create a 7.5 x 10 poster for one of the following:
    • Main character from a favorite book.
    • Upcoming essential learning and its progression
    • New or upcoming vocabulary word, process, skill
    • …or something of your choosing
Remember… It takes practice.
  • Share your poster with someone and ask for feedback.
  • Scan or take a photo of your work and insert it in your Doodling the C’s Google doc, on your blog, or in your My Learning portfolio.
  • Bonus: Tweet a copy of your poster using the hashtags #ShowYourWork #TrinityLearns (or your school’s hashtag)

Sketchnotes, Doodles and Visual Thinking Jam – #GaETC2014

Jill Gough (@jgough) and Shelley Paul (@lottascales) are facilitating a session entitled Sketchnotes, Doodles & Visual Thinking Jam at the  Georgia Educational Technology Conference.

The provocation:

How might we incorporate symbols and doodles (“on paper” and digitally) in order to better express ideas, and summarize/synthesize our learning and reflections? How might notetaking become more personal, visual, brain-compatible and shareable across networks? Come join an introduction, conversation, exploration and practice session to learn and share about the “doodle revolution” and how we might grow ourselves and our learners through visual thinking?

The plan:

The norms:

  • I can talk about what I know, and I can talk about what I don’t know.
  • I can be brave, vulnerable, kind, and considerate to myself and others while learning.
  • I can learn from mistakes, and I can celebrate what I thought before and now know.

The slide deck:

The sketchbook handout:

photo[1]

The reflection:  Connect, Extend, Challenge

    • How do these ideas connect to what you already know?
    • What new ideas did you get that extend or push your thinking in new directions?
    • What is now a challenge for you to get your mind around? What questions, wonderings, and puzzles do you now have?

[Cross posted on Finding the Signal]

Visual Note Taking – Join the Doodle Revolution, #GISAConference

Jill Gough (@jgough) and Shelley Paul (@lottascales) are facilitating a session entitled Visual Note Taking – Join the Doodle Revolution at the 2014 Georgia Independent School Association (GISA) conference.

The provocation:

How might note taking become more active, personal, brain-compatible and shareable? How might we incorporate symbols and doodles to improve listening, better express ideas, summarize/synthesize learning and make connections? Join a conversation and practice session to explore how we might grow ourselves and our learners through doodling and visual thinking.

The plan:

The norms:

  • I can talk about what I know, and I can talk about what I don’t know.
  • I can be brave, vulnerable, kind, and considerate to myself and others while learning.
  • I can learn from mistakes, and I can celebrate what I thought before and now know.

The slide deck:

The sketchbook handout:

IMG_5680

The reflection:  Connect, Extend, Challenge

    • How do these ideas connect to what you already know?
    • What new ideas did you get that extend or push your thinking in new directions?
    • What is now a challenge for you to get your mind around? What questions, wonderings, and puzzles do you now have?

[Cross posted on Finding the Signal]