Drawing and handmade responses can increase student engagement with reading materials. The document discusses how drawing focuses the mind and leads to greater engagement, comprehension, and higher-order thinking. It provides examples of student drawings in response to various texts and outlines a process for incorporating drawing into reading lessons, from introducing visual formats to sharing exemplary examples to nudging students to experiment with new formats. The overall message is that drawing, with guided practice in visual responses, enhances reading, problem-solving, and critical thinking skills.
12. WHY?
Drawing with guided practice and
choice in visual formats can increase
reading
engagement, comprehension, as well
as creative problem-solving and
critical thinking.
13.
14.
15.
16. Drawing is Thinking
• The hand focuses the mind
• Focus = engagement = presence = mindfulness
17.
18. Handmade Thinking as Engagement
• Physical, emotional, mental engagement
strategy made possible by drawing responses
to literary and non-literary texts
• Reading = presence
88. TAKE AWAY
Drawing with guided practice and
choice in visual formats can increase
reading
engagement, comprehension, as well
as creative problem-solving and
critical thinking.
89. Teaching Handmade Thinking as a Process
1. Introduce visual and handmade thinking
2. Show 21 formats and examples
3. Introduce simple drawing strategies in response to
“I can’t draw!”
4. Students create first handmade responses
5. Individual students share format selected
6. Students share in small groups
7. Teacher shows exemplary student examples
8. Teacher nudges students into other formats
9. Small groups assigned to create new response in
new format
90. Simple Drawing Strategies
Austin Kleon – a blog post
Dave Gray – a video
Sunni Brown – an article
Sunni Brown – an R-rated video
Ed Emberley – a video
Brandy Agerbeck – a video
Hinweis der Redaktion
I’m interested in two problems I’ve encounteredin the English classroom. And when I say the English classroom, I mean any class, writing, literature, undergraduate, and graduate.
Students don’t read what I assign them to read.
Students don’t read what I assign them in a critical way
How can we create more engaged and critical readers?
Some teachers give pop quizzes.
Some teachers give participation grades.
Some teachershave students write daily responses about what they read. I do this.
Some teachers have students draw their responses. I also do this.
My ideas about using “handmade thinking” in English began after I read Dan Roam’s The Back of the Napkin. Dan Roam argues that drawing can be a powerful tool for problem-solving and presenting one’s ideas to others.
Here they are in five groups.
The first group included those similar to Dan Roam’s portraits and maps. We could also think of these as the “noun” group.
Portraits
Maps
The next group includes images in pairs.
This a comic panel with two people in dialogue.
Comparison/contrast
Venn diagram
Seesaw
Scales
Some images indicate the growth of and relationship between ideas.
Like a tree.
The common web for brainstorming and mindmapping.
The organizational chart.
Which becomes a genealogical chart if you flip it.
There are images that show, like Dan Roam says, quantities or how much.
Bar charts
Pie charts
And multivariable charts. Roam puts this in the “why?” category.
And finally, some images show a progression over time.
Timeline
Before and after. Also, could fit in the “pairs” category.
The equation.
A flow chart.
Freytag’s pyramid plot line
This is another multivariable chart or +/- plot line that shows progression up and down and left to right. I learned about this from my friend Austin Kleon who learned it from Kurt Vonnegut’s book Palm Sunday. I don’t know where Kurt Vonnegut learned it.
This image is sediment, layers moving from bottom to top.