As should be the case, there is ongoing discussion among educators about the skills that should be taught to their learners. One such skill is note-taking. Note-taking is typically classified as a study skill and taught as it has been through the history of institutionalized education – the outline.
When I started researching brain-compatible learning (see neuroscientist John Medina’s Vision Trumps All Other Senses), I was exposed to the mind-map as a tool for organization, comprehension, and note-taking. Mind-maps have several benefits:
. . . and according to Giulia Forsythe:
As Temple Grandin says, “the world needs all kinds of minds.” and some of those minds “think in pictures”. Doodling is a form of external thought that allows you to visualize the connections you are making while thinking. In the conscious mind, doodling can assist concentration and focus but even in the unconscious mind, while doodling and day dreaming connections are made. As Steven Johnson says, the “mind’s primordial soup” can lead to “serendipitous collisions of creative insight”. Doodling has allowed connections to be made between people and ideas, the magical space between. These aspects can lead to better problem solving. By sharing my thinking through visual means, my most important connections have been to people, by way of sharing my perceptions of their ideas, presentations and words back to them.
The purpose of this post is to encourage educators of learners of all ages to their students how to take visual notes. By providing learners with the skills to do so, this adds choice for how they take notes and process information. What follows are some videos and articles that provide rationale and instructional tips for visual note taking.
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