There is much research that supports the use of graphic organizers in teaching. Sketchnotes and comics are two types of graphic organizers that any teacher could use in their classrooms.

1. Sketchnotes & Comics:
Visualizing concepts across the curriculum

3. Andrew Wales,
Sketchnoter from Way Back

5. Mike Rohde
Author & Graphic Designer
Sketchnotes

6. Sketchnotes & Comics
 Why? What are the Benefits?
 Why not? Are there pitfalls? How do we avoid them?
 How? But I can’t draw!

8. Boon Yew Chew
Graphic Designer/
Sketchnoter

11. How do I start?
If you are used to taking notes in the traditional way, start with a small corner, and draw or doodle
symbols that represent the content.

12. “Using Sketchnotes made me think about the
topic a lot more than filling in the blanks on our
worksheet as the teacher showed us slide.”
-Student writing

16. Why Sketchnotes?

17. Art Across the Curriculum?

18. Choices &
voices
Everyone is
taught the same
standard. Does
everyone have to
take the same
path to reach that
standards?

19. Offering choices can
spur engagement and
achievement
Students tend to choose
projects that are an
appropriate challenge for
their ability level.

20. Transition to
independence
 Structure.
 Guided Inquiry.
 Offering choices.
 Independent study.

21. CATEGORY 4 Outstanding 3 Average 2 Fair 1 Poor
Focus Consistently stays focused on the
assigned learning goals and what
needs to be done. Very self-directed.
Student sets aside artwork to
participate in discussions, demos, and
writings without prompting.
Focuses on the assigned learning
goals and what needs to be done
most of the time. Sometimes
needs to be prompted to set
artwork aside to participate in
discussions, demos, and writings.
Focuses on the assigned learning
task and what needs to be done
some of the time. Often must be
reminded or prompted to work on
assigned learning task.
Rarely focuses on the task and
what needs to be done. Spends
time working on projects for other
classes or sitting idly.
Contributions Routinely provides useful ideas when
participating in the group and in
classroom discussion. A definite
leader who contributes a lot of effort.
Usually provides useful ideas
when participating in the group
and in classroom discussion. A
strong group member who tries
hard!
Sometimes provides useful ideas
when participating in the group and
in classroom discussion. A
satisfactory group member who
does what is required.
Rarely provides useful ideas
when participating in the group
and in classroom discussion. May
refuse to participate.
Preparedness Brings needed materials to class and
is always ready to work. Always on
time.
Almost always brings needed
materials to class and is ready to
work.
Almost always brings needed
materials but sometimes needs to
settle down and get to work
Sometimes late.
Often forgets needed materials or
is rarely ready to get to work.
Often late to class.
Listening Skills Student listens attentively when
others present information. Does not
interrupt or disrupt.
Student is mostly attentive when
others present information.
Student is often inattentive and
needs reminder of focus of class.
Makes disruptive comments.
Does not listen to others:
regularly talks while others speak
or does not pay attention while
others speak: detracts from
discussion.
Organization Student cleans assigned area and
puts materials where they belong.
Finishes their own area and
contributes to maintenance of
community areas.
Student cleans assigned area and
puts materials where they belong.
Student sometimes leaves materials
where they do not belong. Area not
thoroughly clean.
Student often leaves materials
where they do not belong. Does
not clean assigned area.
CLASS PARTICIPATION RUBRIC

22. INSTRUCTION IS NOT
PLANNED AROUND
“PROJECTS” BUT ON
ARTISTIC BEHAVIORS
• What behaviors,
attitudes, and
conditions best
support innovation
and creative
thinking?
• How do artists
work?

26. a wheel or bar with a
series of projections on its
edge that transfers motion
by engaging with
projections on another
wheel or bar.
The Power of Visuals

27. cog

28. The Top Five Research-Based Strategies to maximize learning
(Thompson, 2014).
1.Higher Order Thinking
2.Summarizing
3.Vocabulary in Context
4.Advance Organizers
5.Non-verbal Representations

29. Vocabulary –
“If they can’t
draw it, they
don’t know it.”
-Merilee
Sprenger

30. A large body of research indicates that
visual cues help us to better retrieve and
remember information.
The research outcomes on visual
learning make complete sense when you
consider that our brain is mainly an
image processor (much of our sensory
cortex is devoted to vision), not a word
processor. In fact, the part of the brain
used to process words is quite small in
comparison to the part that processes
visual images.
-Kouyoumdjian, H. (2012)
The brain
processes
images faster
than words.

31. Dual Coding Theory

33. BENEFITS OF USING GRAPHIC ORGANIZERS
•It allows learners to work actively to construct their understanding (Alshatti et al., 2011)
•It facilitates visual thinking as it represents what the learner understands(Beissner,
Jonnassen and Grabowski, 1994, as cited by Kang, 2004)
•It makes thought and organization of thoughts visible and lead to deeper understanding
(Kang, 2004)
•It helps process and restructure thoughts and information (Kang, 2004)
•It facilitates elicitation, explanation of a concept (Kang, 2004)
•It promotes recall and retention through synthesis and analysis (Kang, 2004)
•It facilates conceptual change (Alshatti et al., 2011)
•It facilitates metacognition skills (Alshatti et al., 2011)
•It enhances critical thinking or higher order thinking skills (Brookbank et al.,
1999;DeWispelaere & Kossack, 1996).
•It improves problem solving skills (Alshatti et al., 2011)

41. Comics Basics
Getting Started

43. LO! we of the Spear-Danes', in days of yore,
Warrior-kings' glory have heard,
How the princes heroic deeds wrought.
Oft Scyld, son of Scef, from hosts of foes,
From many tribes, their mead-seats took;
The earl caused terror since first he was
Found thus forlorn: gained he comfort for that,
Grew under the clouds, in honors throve,
Until each one of those dwelling around
10Over the whale-road, him should obey,
Should tribute pay: that was a good king!
Beowulf

51. Points of View

52. Points of View

56. Fifth Grade Project:
Points of View

58. How to make an
EDU-COMIC!