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For those of you wondering about sketchnotes at IATEFL 2014…

During the 2014 IATEFL conference last week, a few people noticed me doodling away in a notebook (with real pen and paper!) during talks. Several people were even so kind as to ask to take photos of my notes, compliment them, and share them with our friends on Facebook. I’ll be sharing my notes on this blog as I finish coloring them (yes, like a 5-year old!), but since so many people seemed interested in the process of visual note-taking, here are a few resources and tips if you too want to start doodling rather than typing or writing your notes. It’s done as a sort of FAQs, based on questions I got during the conference.

What are sketchnotes?

Basically a visual form of note-taking that combines drawings, lettering styles, colors, icons, dividers, arrows, and whatever else you want to put into them to make your notes pretty and relevant to the content you want to capture.

Do you have to be a good artist to sketchnote?

Nope. I’m certainly not, unless you count stick figures, cubes, and the cat I learned to draw when I was 8 (and have been drawing that way ever since). That’s not modesty, it’s honesty. When I did do lots of artsy stuff in high school, I did collages. Why? Because you don’t have to draw, you just have to cut and paste. You don’t have to be an artist to create sketchnotes. In fact, the fact that the drawings are just sketches adds a certain graphic appeal. The whole minimalist design thing seems pretty trendy at the moment, so maybe that’s why. But you certainly don’t need to be an artist or even a good drawer to do sketchnotes! Just start doodling and keep at it!

How long does it take to learn how to sketchnote?

That’s like asking “How long does it take to learn English?” The answer depends on what proficiency level you’re aiming for. Before the IATEFL conference, I had done sketchnotes for 2 talks and 3 webinars. Not exactly years of experience then. Which means that it doesn’t take tons of training. You just have to start and keep at it. Of course, the notes you create will probably become more fluid, better organized, and more concentrated in key info as you get more experience, but there’s not better way to get experience than to just practice, practice, practice! (Hint: try sketchnoting the videos of all those IATEFL talks you missed but that are now available online. And there’s no stress of someone watching you create your notes!)

How do you draw and write and listen at the same time?

This does take a bit of practice, and I’m certainly still working on it! In my notebook there are several spots that are just blank and that will be filled after I get the speaker’s slides, read other people’s blog posts about the talk, etc. Presentations often contain some spots of intense info and some spots of down time (or “talk to your neighbor” time). You can use these to complete your notes, add little embellishes, or sketch a quick figure that can be fleshed out in more detail later. This has the added advantage of encouraging you to go back to your notes after the talk because you really want to fill them in, so you make that extra bit of effort. Again, storing things in your short-term memory while writing, drawing, and listening is a skill that improves with practice, but we’re all teachers, so don’t we enjoy a bit of mental work?

Why bother?

Sketchnotes are just prettier than scrawls of text that never get looked at again! But on a deeper level, there seem to be some cognitive benefits:

  • Trying to find images to illustrate the message helps you connect with and process the words.
  • Non-linear note-taking means you can arrange concepts on the page in a way that makes sense to you. You can also easily draw connectors to show relationships between similar or contrasting ideas.
  • You may be more artsy-fartsy than you think. Most people stop drawing because they think they’re not “good at it”. You don’t have to be good at drawing to sketchnote, but it does help to master a few basic shapes and ways of combining them to make simple images.
  • People (especially yourself) will want to read and re-read your notes. This means you review them more often and the stuff sticks better than if it just rotted away in a notebook (or computer file) somewhere.
  • The mind-body connection, or embodied cognition comes into play, since you are physically creating representations of the ideas you are processing. Scott Thornbury wrote a great article on this, published in the TESOL France Teaching Times in 2013.

How can I learn more about sketchnotes and how to do them?

There are lots of resources out there!

The first resource I’d recommend is the book The Sketchnote Handbook by Mike Rohde. There’s a Kindle version, but I personally prefer the paper version. It’s just nice flipping through the pages!

Sketchnoting has also carved out some cyberspace for itself. Here are a few resources you’ll likely find useful:

Not sure what’s with all violent metaphors, but it makes me think of this endless Soviet-style army marching forth wielding a pen in one hand and a notebook in the other!

Hope that answers some of the questions that you may have had about sketchnoting as a way to record your conference experience! If not, feel free to add other questions in the comments below! And keep your eyes out for the posts of the sketchnotes that I made–they’ll be posted here as I finish them!

 

 

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Lesson 7: A recipe for better Dogme lessons

This morning, I started class with the question I usually ask this Monday morning group: “Did you have a good weekend? What did you do this weekend?” Sometimes the answers are less than enthusiastic but this morning one student seemed enthusiastic to tell me that he had made a cake.

Aha! Here was the beginning of a true Dogme moment! And we went with it.

“Who else cooked something good this weekend?”

We got vocabulary for broccoli and apple quiche, fish with sauce (and not fish sauce, as was pointed out), lasagna, and Ramen noodles (after all, they are students!). Another student admitted he had eaten chicken nuggets, but that it didn’t really count as cooking to him.

Of course, the discussion generated a board full of food vocabulary and some interesting bits about American vs. French cooking. We even worked on trying to find a satisfactory American equivalent of French lardons and settled on chunky bits of uncooked bacon.

I shared a life tip that I saw on a cooking show once: always have three dishes that you master, that are quick, easy, and cheap to make. That way, when friends just pop over, you can impress them with your improvisational kitchen skills.

Students worked in groups to prepare a recipe exchange. Each group brainstormed a recipe or two and wrote it out. As they worked, I put my own recipe, bananas poached in coconut milk with lime juice, on the board. Again, lots of food vocabulary emerged.

Students compared their recipes to mine for genre conventions, cooking vocabulary, etc. and made any necessary changes as I walked around to help them spot any differences.

To round off, students explained (and I insisted that they not read) their recipes to the other students. We got some basics like chocolate chip cookies and crepes, but also tiramisu, tomato and comté quiche, tuna peaches (a curious one indeed!)

This activity went well in my opinion for a few reasons: It emerged naturally from a real conversation, gave students something they could actually use in life, and let them share their own knowledge. On the daily class feedback forms, they all cited this as something they liked and found useful.

After, though, I think I artificially steered the class in another direction L

Last week’s homework was to choose a book from a bag I had brought in and write a story loosely based on the book’s subject. Since I had assigned it for homework, I wanted to make sure that we did something with it. After all, what’s the point of giving homework if it just sits in students’ binders afterwards?

Not all students had done the homework, and a few were absent last week so they didn’t have a book, but each group had 1 or 2 students with a story to tell. They shared their stories in their groups, I circulated to help with language.

I asked what they would like to do with their stories next and someone volunteered “listen to each others’ stories and guess the book that inspired it.” OK.

The books were all displayed in the front of the class and students shared their stories while others guessed. They all did the activity, but we had lost the energy of the first part of the lesson. I encouraged the listeners to ask questions to know more about the stories or to get clarification and some did, but it felt less authentic than before. Meef…

I think we could have saved this activity for another lesson and I’m sure the students would have understood. In my desire to show that they hadn’t done homework just for the sake of doing it, I think I prematurely aborted a lesson that was going well. Lesson learned—in Dogme, you really do have to roll with what comes up, maybe explaining to students the reason for delaying the homework-based activities. We could have just as easily started up next lesson with the story –telling and then branched out from there, in a more natural way.

What do you think? What should I have done?

Lesson 6                                                                                                                            Lesson 8

 
 

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