I have no idea who I stole this idea from, but it worked really well so I’m going to share it here!
I used it with elementary students. They had done this exercise for homework:
We checked the answers in class, and they were fine, but I wanted them to really notice the language. One student drew a picture for each idea in the text, numbering them from 1 to 10 to help her. (She was early and this was a way to help her before the other students arrived!) These are the final five pictures:
She’s a much better artist than me! By the time she had finished, the rest of the class had arrived. They used the pictures to reconstruct the text on the board. It’s a small group, so using the board enables them to easily change their mind about the text. Students could also use mini whiteboards, tablets/phones, or good old-fashioned pen and paper!
Once they were happy with their version of the text, they compared it to the original and asked me questions about differences they didn’t understand, particularly why ‘three-month-old’ had no ‘s’. They spoke a mix of English and Russian, and were engaged and motivated, arguing about whose memory of the text was better.
At IATEFL Harrogate 2014, many of us were very impressed by the artistic endeavours of Christina Rebuffet-Broadus, who introduced us to the idea of sketchnoting.
I have to admit that her beautiful, and beautifully-organised, notebook made me a bit jealous, since my artistic skills are somewhat lacking. Carol Goodey and James Taylor seconded this, and I thought it would be fun to make us all feel a bit better by setting a drawing challenge, and proving we can all make our artwork understandable! Maybe it will be the first step towards out own sketchnoting at future webinars and conferences 😉
1. Choose four things you often have to draw in the classroom, or that you’ve had bad experiences drawing in the past (!). I suggest a person doing a particular action or job, an animal, a vehicle, and a miscellanous object, but you can draw whatever you like.
2. Draw them in any way you see fit (on a board, on paper, on a tablet…) but don’t spend any more time on it than you would in a lesson.
3. Share the results for us to guess what they are. 🙂
After that, I think you’ll agree, it’s a good job I’m a teacher, not an artist, as I often tell my students!
I look forward to seeing your artwork. 🙂
David Harbinson was the first to take up the challenge, and has also shared his version of sketchnotes from a recent webinar.
Martin Sketchley shared his version of a skeleton from his YL classroom, and added four drawings for you to guess.
Maria Theologidou added a twist to her contribution by sharing a great activity for practising past simple and past continuous through drawing.