I love to doodle. Whenever I am sitting and people are talking, I am drawing. I never got in trouble for this. In fact, teachers encouraged me to sketch while I was listening. It was the only way I could still myself and really listen to what was being said. Instead of tuning out, I tuned in. Making pictures helped me to remember. If I couldn’t understand a word problem, I drew out the little story in front of me, and all of a sudden the solution jumped out at me. I drew graphs, T-charts, and clocks to better understand mathematical concepts. Drawing helped in science too. Making pictures of cells and plants and chemical reactions helped me to ask questions and learn more. When reading on my own, I often draw in the margins, not just underline or highlight. If something is really important to me, I draw it so I can deepen my understanding. No one taught me to do this. I just experimented and found my own way to represent my thinking.
The first time I heard about sketchnoting as a teaching technique was several years ago in a book called Comprehension Connection by Tanny McGregor. It was an integral part of the reading strategy of visualization. Since then, Tanny has published other books with her sketchnotes: Ink and Ideas, and Harvey Daniels’ The Curious Classroom. Last month, I attended one of Tanny’s webinars offered by The Rutgers Center for Literacy Development. It came right at the right time because the following week I was planning to teach sketchnoting to our 4th grade students. Tanny showed lots of examples of where sketchnoting can be used to help students see concepts and help teachers see what exactly their students are thinking.
The emphasis is not of the art but rather on the ideas, and I wanted to be sure I expressed that understanding to our students. I didn’t want the girls who do not see themselves as proficient artists to check out of the lesson. I wanted them to feel empowered, to want to take a chance and create. To do this I focused on having students visualize an object or a scene first, and then showed them how to use shapes to convey ideas. First, I showed them some short video clips of sketchnoting. Then, I shared a slideshow I had created introducing all the elements they would need to sketchnote: banners, arrows, call out boxes, thought bubbles, shapes, lettering, and people. As I shared each element, I asked the girls to create their own version of these elements. It was a safe space to try things out and make mistakes. I drew on a whiteboard to model that my drawings did not have to be perfect – they were quick sketches. Once we had all the elements in place, we were ready for our first project.
I wanted to start with something familiar and nonthreatening, something the students know very well: themselves. As soon as I explained what I wanted them to do, they grabbed their pencils and started to sketch. The room was completely quiet, illustrating the fact that when students are completely engaged in creating, they can concentrate and bring themselves into the flow of learning. I was able to step back and watch: They didn’t need reassurance; they weren’t off task; they weren’t bored; they were thinking and drawing.
After the girls finished their sketches, they added color if they wanted and then shared their work. They not only shared the content of their drawings and ideas, but also described their design process, which was marvelous. They were doing more thinking about their thinking than I had imagined!
For the next lesson, I wanted to incorporate sketchnoting while reading. Before my lesson, I visited the 4th grade English classes and sketchnoted in front of them, while their teacher read aloud from a class novel. I was sure to incorporate the elements they had learned the week before. Then, I asked the girls to critique my sketchnote. What did they notice? What did they wonder? What did they feel? Was there something important I missed? What else might I have included?
When it was time for our second sketchnoting lesson, I chose Jane Yolen’s book, Owl Moon to read aloud because her language is so rich and visual. Before I read, we again went over the design elements used in sketchnoting, the girls got out their papers and pencils, and they were ready to begin. Once I finished reading, the girls continued to draw. Some asked me to reread specific parts in the story. The rereading helped them to add more details. It was another quiet session with total concentration. At the end of the lesson, they each had a creation they were proud of and were eager to share. As we shared, the students began to see that even though we all listened to the same story, our sketchnotes were very different. They also noted similarities, places in the text where the message stood out to many students. This is such a strong way to show main idea and figurative language. The week after this lesson, during our winter break, I received a holiday card from one student noting: “I’m practicing my sketchnoting. I hope we do more when we return. It is so much fun!”
Well, how can I ignore that? My next lesson will be sketchnoting using nonfiction texts both social studies and science. I cannot wait to see their results. I cannot wait to keep learning alongside them!
Books About Sketchnoting
Draw Your Big Idea by Nora Herting
Educated Design by Michael Cohen
How to Sketchnote: A Step-by-Step Manual for Teachers and Students by Sylvia Duckworth
Ink & Ideas by Tanny McGregor
My Pencil Made Me Do It: A Guide to Sketchnoting by Corrie Boughcum
Sketchnoting in the Classroom by Nichole Carter
The Sketchnote Handbook by Mike Rohde
Visual Note-Taking For Educators: A Teacher’s Guide to Student Creativity by Wendi Pillars
Visual Thinking by Williemien Brand