Mike Rohde, author of The Sketchnote Handbook, defines Sketchnotes “as rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes, and lines.”
For me they are a succinct, visual summary of key ideas, connections and hierarchies. Really great sketchnoters can capture and communicate the true essence of a presentation. I love them. So, should we be encouraging students to make sketchnotes in the classroom? Would they give us a greater insight into their understanding of concepts/ideas? Are they an effective way to make learning truly visible? To make thinking visible?
Katrina Schwartz, who writes for KQED’s education blog MindShift, published the article ‘Making Learning Visible: Doodling Helps Memories Stick’ in 2015.
Katrina writes that the use of sketchnotes ‘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.’
Sarah Wood @woodsar, Technology & Media Integration Specialist for Godfrey-Lee Public Schools blogged in The Bulletin that ‘Sketchnotes allows students to make their thinking visible, it is important as the teacher/facilitator that you model and be willing to share your own work.’
Sarah’s blog has links to class sketchnotes. Check out the Graffitti Wall below. Such a great idea!
Some of my favourites from the fabulous Sylvia Duckworth!
Featured image by Silvia Tolisano, Educational Consultant GloballyConnectedLearning.com 21st Century Learning Specialist- Technology Integration- World Language Teacher.