Tag Archives: doodle

Notice and note: check for comprehension

Is it true that the only time we expect demand that our learners draw a picture to accompany their work is when they are working with trigonometry and related rates?

How do we know – Do we know – that our learners are invested and engaged with the context of the task?

What if we connect to ideas they are using and learning in their literacy blocks?  How might we collaborate to use the same language with our learners?

Good mathematicians and scientists, just like good readers and writers, notice and note.  We seek patterns and wonder about things that occur again and again. We look for and express regularity in repeated reasoning.

How might we show our learners how to notice and note? What if we leverage their creativity and curiosity to show what they know more than one way?

Have you tried Robert Kaplinsky‘s task, How much does a 100×100 In-N-Out cheeseburger cost?

How would you notice and note? What might you and your learners wonder? Do I and my learners just note “the facts?”

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Or, do we take the time to sketch what we see?

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I wonder… I believe that the sketch doodle helps the thinker analyze what they see, notice what is repeated and what is not repeated.

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How might we deepen understanding and engagement by taking the time to notice and note what occurs again and again and to look for and express regularity in repeated reasoning?

 

Doodling: concentrating, sifting, generating, focusing

I have been experimenting with doodling, a.k.a. sketch noting, seriously since August, 2015.  You can see my growth, setbacks, and learning on my Pinterest page MyLearning Journey for #ShowYourWork Doodles and Sketch notes.

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

How might we practice, experience, and engage in a different way of connecting with information? What if we exercise our own creativity to create visuals of what we are learning?

TKanold-MathatPLC-Pasadena_JGough[1]

Sketch notes from Tim Kanold's April 29 session in Pasadena, CA.  See Seven Stages of Team Collaboration worksheet for support of 7 stages doodle.

Rather than diverting our attention away from a topic (what our culture believe is happening when people doodle), doodling can serve as an anchoring task – a task that can occur simultaneously with another task – and act as a preemptive measure to keep us from losing focus on [a] topic. (Brown, 18 pag.)

It seems counterintuitive, but I can attest to my own improvement in focus, attention, and engagement.

People using even rudimentary visual langue to understand or express something are stirring the neurological pathways of the mind to see a topic in a new light. (Brown, 71 pag.)

Yes, it takes practice.  Yes, it is difficult at first.

Isn’t that true of most learning?

Experiment. Learn by doing.

Be brave; #ShowYourWork.

And… have fun!


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

Gough, Jill. “MyLearning Journey for #ShowYourWork Doodles and Sketch Notes.” Pinterest. N.p., n.d. Web. 06 May 2015.

#AmericanPromise – PD Reflection

Have you watched American Promise?

As part of our PD day, we gathered and watched a 45-minute version of the film.

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American Promise Sketchnotes Jill Gough

What happens when you don’t fit in? Are you coached to change to become like the norm? Do you choose to change to be more like the norm? Does the environment change to fit you?

How might we continue to grow as a community? What actions will we take?

Foster bravery, gain and maintain a strong sense of self, acknowledge and expand success.

For every learner.

Doodling the C’s: Creativity, Comprehension, Communication & Connections #educon

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? Consider joining an Educon conversation and practice session to explore how we might grow ourselves and our learners through doodling and visual thinking.

This is a “do and dialogue” session. Together, we will experiment and prototype graphical, non-linear, low-res notes to listen deeply, capture big ideas, make creative connections, and strengthen comprehension and retention of important moments, learnings, and lessons.

We will begin with a quick convo about the “why and what” of sketch noting, share a bit about its impact at our schools, and on our own thinking and learning, then practice and learn together. We will doodle to a TED talk, doodle while we read, bravely share our work, and discuss how doodling can change peer-to-peer observations and feedback.

Resources to explore:

Shelley and I modeled doodling all 4 C’s with our collaboratively designed doodle of the Connect, Extend, Challenge Visible Thinking Routine, shown below.

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Cross posted at Finding the Signal.

I can… digital visual note taking

Since August, I’ve been dabbling with visual note taking.  You can see my progress at MyLearning Journey for #ShowYourWork doodles and sketch notes.  I’ve also started doodling to illustrate the #LL2LU SMP progressions.

I’ve been using great pens and a journal.  For months, I’ve been telling myself that I want to take notes on my iPad, but I keep doubting that I can. (Great growth mindset thinking, huh?)

I can draw on my iPad, but I wonder if, perhaps, I might need to practice to get more comfortable and gain confidence.  Isn’t this what we want from all learners in our care?  I know I can, but I am not where I want to be…yet. I can and will improve with practice and effort.

Here’s on of my first attempts using Paper by 53.  I decided to practice in my comfort zone. I chose a doodle for I can make sense of problems and persevere in solving them. persevere doodle Doodling on the iPad is different.  I can experiment, undo and redo.  While I’m not yet brave enough to use it to take note in real-time, I think it’s fun, and it offers different opportunities for self-assessment and 2nd chances.

How might we experiment with different representations, media, and strategies to enhance learning and fun?