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Sketchnoting: Introduction

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Welcome to my module on sketchnoting. You’re probably here because you’ve seen my visual recordings of webinars, workshops and other ELT related topics. 

Sketchnoting is a method of taking notes using hand-written text, simple drawings, containers and connectors. It can be done whilst listening to or reading information. 

The final piece provides the creator (and anyone they shared their notes with) a visual summary. 

As with all drawing within my courses, the end goal is not to produce a piece of art. The visual notes should communicate the key points of a training session, podcast, video or text. It can also help you to process, undrestand and recall the information. 

Sketchnoting involves the use of simple, hand-drawn, icons. These are commonly referred to as a ‘visual vocabulary’. As with any language, it takes time and practise to learn. I recommend doing my Build your Visual Vocabulary module to develop your confidence. Use the code Sketchnote20 to get 20% off! 

Sketchnoting has many benefits. 

– helps focus your attention

– makes information more understandable

– reduces processing load, which is excellent for learners who need extra support

– it’s visually appealing

– it aids memory

– it’s great for neurodiverse learners

– it’s fun

– it’s popular on social media

Before I found sketchnoting, I struggled to pay attention at conferences. I first took notes just with text in my notebook, but I found I never looked at those notes again. Then, I took notes on my phone, which I also never looked at again. Now I know how to sketchnote, I focus much better during sessions, the visuals stick in my mind and I look at the notes frequently because I share them on social media – and they look pretty.

Throughout this course, we’ll explore mostly how to create sketchnotes on paper and touch briefly on digital note taking. However, I encourage you to get creative and think big! 

Here are some sketchnotes I created in class. This was part of a review lesson on capital letters. Students called out their ideas as I drew each live on the whiteboard. They then copied them to their notes, or took photos. I’m 100% sure this is more memorable than a list of rules. 

Emily Bryson ELT - sketchnoting on whiteboards

Sketchnoting: Introduction Read More »

Module 2: Lesson 4: Introduction to Visual Templates

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Visual templates are an underpinning tool in graphic facilitation. They are helpful for visualising and exploring a variety of topics. 

It is essentially a technique which turns a plain flipchart, whiteboard or screen into a visual prompt to guide and focus students’ attention. It uses simple iconography to represent topics and bold text to activate schema, catch their eyes and their imaginations.

Using visual templates will make your lessons stand out from the crowd and engage your learners. I also find they are a great way to interact with learning in an accessible and memorable way. 

You can use visual templates in many ways. If you create a template on a flipchart, you can roll it up and store it for the next time you need it. You can also do this by taking a photo of your work or using digital tools (such as CamScanner) to save it. 

At the end of this lesson, I’d like you to create your own visual template, then share it in the Facebook Group, with an explanation of how you might use it. If you get an opportunity to use it first, share your reflections too. 

Let’s look at some visual templates. 

The mountain and the hot air balloon

Visual templates are often based on metaphors. In this example, the mountain signifies challenges, the summit is the goal and the hot air balloon represents ways to overcome the challenges and achieve the goals. 

The beauty of visual templates is that they can be used in many ways. I created this visual template for an action research project I was mentoring. The tutor was exploring the impact of meditation on trauma experienced learners. 

Students were given their own individual A4 photocopy of the template. They each wrote what challenges they faced that had an impact on their daily lives. They then considered things they do to lift themselves up or overcome the challenges. 

You can also do this as a whole class activity, asking students to add their own ideas to a large template drawn on the whiteboard or on a flipchart. 

I have also used this template to: 

– Discuss challenges students have with their language learning.

– Explore everyday challenges teachers have at work.

– Brainstorm challenges students with literacy needs face. 

– Help students consider their goals (the top of the mountain) and how to achieve them. 

– Talk about likes and dislikes. In this case, the balloon itself was ‘things that lift me up/I like’ and the weights were ‘things that weigh me down/I dislike’. This is a good way of using more complex language for like and dislike (e.g. I’m (not) a fan of, I’m really into, I feel great when, etc).

Do you have any other ideas for how to use this template? Share them in the Facebook Group.

Balloon Mountain

 

 

The road map

No course on graphic facilitation would be complete without a journey map template.  As with many visual templates, the journey map (a road, river, pathway, stairs of even a simple line) can be used in many ways. 

Here’s two examples which I’ve used successfully multiple times. 

The road map on the left is from my 50 Ways to Teach Life Skills book. It supports the development of organisation, self-awareness, goal setting and planning. There is evidence to suggest that having clear goals and plans for how to achieve them makes success more likely. Supporting learners to identify their goals, then map how to use them can be motivating and empowering. 

Start by considering where they want to be in a certain time period (e.g. 5 years), then add where they are now. Students can collaborate and share ideas on what steps they might take to get there. 

You can draw the road map on the board and ask students to copy it, or provide them with a photocopied template. Some learners may wish to draw their future plans, while other may simply like to add their own words. As a follow up, you can ask them to share their ideas with a partner, present their plans or write about them. 

Throughout the process, draw attention to emergent language. I find that this works well for future forms such as ‘I want to’, ‘I will’, ‘I’m going to’ and ‘I need to.’ If you’re asking students to collaborate and support each other, you could also teach some useful language for giving advice, e.g. ‘Have you thought about…?’ or ‘Maybe you could try…?’.

I’ve also used the road map with teachers. I created the Action Research Planner on the right to help teachers plan and deliver an action research project for OTLA. Participants start at the bottom with with a problem (e.g. how to improve vocabulary retention). Then, in the lightbulbs, they note three ideas for possible solutions (e.g. vocabulary notebook, weekly tests, revision activities). After that, they cross to the  other side of the road and look for help. This involves reading around the problem and talking to experts and peers. They then decide on a course of action, trial it and collect the evidence. Throughout the process they’ll be encouraged to reflect (perhaps using another visual template). My mentees all said that they found this template very useful in the initial planning stages.  

You could also use this map to: 

  • tell a story
  • share the course curriculum
  • teach sequencing language (e.g. first, second, then, finally)
  • reflect on learning, a lesson or a project

How would you use the journey map? Share your ideas in the Facebook group. 

The container flipchart

In Module 1: Build your Visual Vocabulary, we looked at containers. These are icons that we can use to give some white space for participants to complete a task or add their ideas. For example, in the Action Research Road Map, I’ve used a lightbuld as a container for ideas. 

In these flipcharts, I’ve used icons as prompts or containers. This activates the imagination and adds a bit of intrigue to the activity. 

You’ll notice that I’ve made each flipchart a little more pleasing on the eye by adding a border and drawing some pins or tape in the top corners. This adds a little fun and turns the flipchart into it’s own container. You can also do this with a whiteboard. 

Here are some ways I’d use each template: 

Energy sources: 

– Display it on the wall. Ask students to work in pairs or small groups. Give each group some post its. Ask them to write the advantages and disadvantages of each energy source on their post its. Discuss all the responses as a whole class. Students could then do some research to find out some facts, write a report or deliver a presentation. 

Reduce Plastic Waste: 

– Display the template in an online whiteboard such Jamboard, Mural or Miro. Ask students to think of ways they could reduce plastic or ways they do reduce plastic. Ask them to add their ideas using annotation tools in the video conferencing software or using virtual post its. 

Ways to save electricity. 

– You could use this in a similar way to those above. You could also use all three templates together as a ‘paper carousel’. Ask students to work in three groups. Give each group one of the templates. Ask them to add their ideas using post its. After five minutes or so, pass the template to the next table (or ask them to walk to the next template if you’ve hung them on the wall) and ask them to add any additional ideas. Repeat the process until each group has interacted with each visual template. Then share ideas and discuss as a whole class.

How would you use these in class? What language points might you focus on? 

Graphic Organisers

A graphic organiser or ‘one pager’ is a teaching tool which helps learners organise information and ideas. It can help them to understand and remember information. It can also reduce processing load, which is particularly useful to learners who may feel overwhelmed by too much text. 

You have probably encountered these in worksheets and photocopiable materials using a more digitally processed design. 

As with most templates. There are multiple uses. Here’s a couple that I use often with my students. 

 

 

You’ll notice that both are quite quick and drafty. I wanted to include these as I want to remind you that graphic facilitation is not art. Students and teachers don’t have time to create masterpieces. And my class certainly doesn’t want to watch me draw an intricate hummingbird on the whiteboard. So here they are in all their glorious, real life, scrappiness. 

The Hummingbird organiser is an adaptation of a lesson in Voices (beginner), a coursebook I wrote for National Geographic Learning. I wanted to have a bit of fun with the listening activity, and reduce processing load on my students. I teach a lot of learners with limited literacy so reading questions whilst listening to an audio can be distracting and overwhelming. 

I find that creating a template where they have only a few words, with sections to complete is very supportive. When I did this, not one student asked to listen to the audio for the third time – which was a first! It didn’t even take any preparation time. I simply drew the template on the board and asked them to copy it, then listen and complete. 

The vocabulary organiser on the right is a technique I use to train learners in effective notetaking and to aid their vocabulary retention. For every new word, learners can interact with it multiple times in a variety of ways. First, they write the word, then the meaning in their language, then they draw a picture and add an example sentence of the word used in context. 

Have you used techniques like this with your students? Share your experiences and ideas in the Facebook group. 

 

Over to you!

I’ve given you lots of examples of visual templates and how to use them with your learners. 

Now it’s time to create your own! 😁 

Think about a lesson or training session you are delivering soon. Create a visual template for that lesson. Share your work in the Facebook Group. Inspire others, and be inspired.

 

Hand drawn facebook logo.

Module 2: Lesson 4: Introduction to Visual Templates Read More »

Module 2: Lesson 2: Graphic Facilitation Tools

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As I mentioned in the first module, Build you Visual Vocabulary, graphic facilitation is versatile. You can graphically facilitate your sessions using as few or as many specialist tools as you wish. 

In my courses, I realise that most teachers have at least a pencil and a piece of paper. This is all you need throughout this course. 

Here’s a fun Instagram reel I made about this. Click the image to view. 

Image of a hand drawn person pointing at a whiteboard. Text on whiteboard says: How many pens do you need for graphic facilitation?

 

However, if you’re anything like me, you’ll slowly start to build your collection of graphic facilitation tools – and develop an addiction to pens!

Here are some tools you may wish to explore.  

 

1. Pen and paper 

All you need is a pen (or pencil) and paper. You can draw the icons and visuals during the session or have them pre-prepared before class. 

If you are working online or you want to save or reuse your work, you can scan the image. I like to use the Camscanner App which is free for Android phones. I tend to use the ‘Magic Colour’ feature, which brightens the colours and whitens the background automatically. 

 

2. Whiteboard and dry-erase markers

These are perfect for graphic facilitation. It’s simple to draw a visual template, container or graphic organiser on the whiteboard and ask learners to come to the whiteboard and add their ideas. You can give them post-it notes or their own marker pen to do this. If your students also like drawing, you can encourage them to add their own drawings too. 

The photos below are of my whiteboard. I wanted to find out how my students were learning English, and give them an opportunity to discuss and share ideas. I drew some containers on the whiteboard (See Module 1: Build your Visual Vocabulary: containers) and then asked them to add their ideas using post it notes. We then discussed how they like to learn and shared suggestions for favourite apps, websites and videos. Students then wrote a short text giving advice for how to learn English. 

3. Flipchart and markers

Flipcharts are great because you can pre-draw the visual, roll it up and store it or transport it. This means you can create something more detailed and reuse it multiple times. 

You don’t need to have a flipchart stand to use a flipchart. I ordered flipchart paper online then used panel pins (small nails) to hang it on my wall. 

An alternative to this is to use paper tape (aka masking tape) and hang each page individually. I recommend hanging another page underneath the top layer to prevent the pens from ‘bleeding’ onto the wall! 

It’s also a good idea to stick the piece of tape to your clothes first, to make it less sticky. This should reduce the risk of the tape removing any paintwork! 

Top tip: Ask permission from the owner of the surface first!!

Making paper tape less sticky
Making paper tape less sticky!

4. Teaching online

Graphic Facilitation is excellent for online teaching. It can make lessons more interactive and collaborative. 

In Zoom, you can display the visual using PowerPoint, Word or Whiteboard and ask participants to add their ideas using the annotation tools. 

Tools such as Jamboard, Mural and Miro are also great ways to take graphic facilitation online. You can display the image, then ask students to add their own post it notes, doodles, text or images/icons. Mural even has its own visual templates for you to use.

Why not have a play around? 

www.jamboard.google.com

www.app.mural.co

www.miro.com

 

5. Visualisers

Visualisers are basically 21st Century versions of overhead projectors. They stream the visual to the computer screen and can be used in face to face or online sessions. 

Emily Bryson ELT image of a visualiser or document camera used for graphic facilitation online

I love using them for storytelling; I draw a story or ask students to create their own story as I draw it for them. Students can then re-tell the story in pairs, write it, discuss it then write their own. 

Here’s a video story I created using a visualiser. It’s aimed at adult learners devloping their literacy skills. This lesson focuses on the phonics sounds CEHRMD. I’ve shared the word document here, as I feel it’s best that lessons can be tailored, especially at this level. Click the image to view the lesson and the video. 

Stan and Pam go to the park – CEHRMD

Image of Emily Bryson using a visualiser to draw an adult literacy phonics lesson

You can find the previous episode, which focuses on SATPIN sounds at www.EmilyBrysonELT.com/freebies. 

 

6. Digital Tools

If you happen to have a tablet or laptop with drawing capabilities, you have lots of options available to you. 

– Create, save and edit your visuals

– Repurpose your visuals

– Draw ‘live’ straight into Powerpoint, Jamboard or Mural. 

– Share your screen in a video conferencing (e.g. Zoom) session to display your drawing software. 

There are lots of different drawing softwares to choose from. The most popular for Apple seems to be Procreate. I’m an Android girl so I use Adobe Fresco. I recommend trying a few and seeing what works for you. 

You can also draw straight into Powerpoint 365, which has a cool animate option. Here’s an example of this function in action! 

What tools do you have for graphic facilitation? What would you like to try? Share your thoughts in the Facebook group. 

Hand drawn facebook logo.

Module 2: Lesson 2: Graphic Facilitation Tools Read More »

Module 1: Lesson 10: Transport

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Transport is a common lexical topic in ELT. You can use these icons to teach transport vocabulary. You could also use them to set the scene for other topics. For example:

  • an ambulance could set the scene for a discussion on accidents or health
  • a campervan or airplane could activate schemata on holidays
  • a bus, train or car could get students thinking about local travel

You could also use these as containers in a graphic organiser or visual template. If you plan to do this, simply draw the outline without adding the windows. You can explore graphic organisers and visual templates more in my other modules, courses and workshops. Sign up to my mailing list or follow my social media channels for updates and special offers. 

Practise drawing the icons. Use the video or the image to help you. Add the new visual vocabulary to your dictionary. 

How would you use these in class? Are there any other types or transport you’d like to draw? Make a list and add them to your visual dictionary.

Share your thoughts, ideas and work in the Facebook Group: https://www.facebook.com/groups/graphicfacilitationforelt

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Module 1: Lesson 10: Transport Read More »

Module 1: Lesson 9: Buildings

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Buildings are excellent for context setting. You can also use them for containers in graphic organisers, notes or visual templates. 

Practise drawing the icons in this video or copy the image.

The large image with stairs is a vague approximation of the college where I work. If you search for City of Glasgow College, you will see that my image isn’t 100% accurate. That’s ok. It expresses the general idea and communicates that the building is tiered next to a large set of stairs.

The key to simple drawings is to capture the overall essence of what you want to communicate. You’ll notice various ways to draw windows here. In their simplest form, they are lines, ‘L’ shapes or squares.

What buildings would you draw often? Look at a photo online and copy the outline. Express the main points.

What concepts or lesson ideas might you introduce with these buildings?

Here are some simple ways to draw buildings. Copy them from this image or use the video to help you.

Share your thoughts, ideas and work in the Facebook Group: https://www.facebook.com/groups/graphicfacilitationforelt

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