Rotan handmade thinking
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Presentation for Rotan on Handmade Thinking

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  • 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.
  • Here they are again.
  • Mary Karr’s CHERRY
  • from THE END OF NATURE by Bill McKibben
  • “A Clean Well-Lighted Place” by Ernest Hemingway
  • Thoreau’s JOURNALS
  • from “The Population Bomb” by Paul Ehrlich
  • “Heat” by Joyce Carol Oates
  • “The Journey” by Edith Wharton
  • “A Journey” by Edith Wharton
  • from SAND COUNTY ALMANAC by Aldo Leopold

Rotan handmade thinking Presentation Transcript

  • 1. “In fact, without visualization, studentscannot comprehend, and reading cannotbe said to be reading.” Reading is Seeing, Jeffrey Wilhelm
  • 2. Handmade Thinking: Drawing Out Reading Laurence Musgrove Professor and ChairDepartment of English and Modern Languages Angelo State University
  • 3. ZZZ
  • 4. Boring!
  • 5. ?
  • 6. Me !Me !
  • 7. WHY? Drawing with guided practice andchoice in visual formats can increase readingengagement, comprehension, as well as creative problem-solving and critical thinking.
  • 8. Drawing is Thinking• The hand focuses the mind• Focus = engagement = presence = mindfulness
  • 9. Handmade Thinking as Engagement• Physical, emotional, mental engagement strategy made possible by drawing responses to literary and non-literary texts• Reading = presence
  • 10. Introduction to Drawing
  • 11. PeoplePlacesThings
  • 12. Twos
  • 13. Family
  • 14. Amount
  • 15. Action
  • 16. Examples of 8th Grade Middle Schoolstudents from Shelby CountySchools in Columbiana, Alabama.In response to a reading in theNuremberg Laws.
  • 17. The assignment was to read the NuremburgLaws and put yourself in the place of a Jewishperson during that time.
  • 18. Examples from St. John’sSchool, Houston, 8th grade Englishhttp://www.handmadethinking.com/?p=538
  • 19. Examples from first-year collegestudents in response to a variety ofliterary and non-fiction texts.
  • 20. Examples from English graduateclass on metaphor and thought.
  • 21. Individual Practice
  • 22. Collaborative Practice
  • 23. Reflection on Individual and Collaborative Practices
  • 24. TAKE AWAY Drawing with guided practice andchoice in visual formats can increase readingengagement, comprehension, as well as creative problem-solving and critical thinking.
  • 25. Teaching Handmade Thinking as a Process1. Introduce visual and handmade thinking2. Show 21 formats and examples3. Introduce simple drawing strategies in response to “I can’t draw!”4. Students create first handmade responses5. Individual students share format selected6. Students share in small groups7. Teacher shows exemplary student examples8. Teacher nudges students into other formats9. Small groups assigned to create new response in new format
  • 26. 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