At the beginning of the year, I find it helpful to think about my goals and ambitions for the year ahead. There’s tons of research out there showing that if you write down clear goals, you’re more likely to achieve them. Even more so if you actually draw them.
I created this visual template to help this process. You can use it for you, or with your classes. Write on the .jpg provided or draw your own. I recommend the latter as it will be more fun!
In the section with the target, add one goal for each arrow. Consider different aspects of life, e.g. family & friends, personal development, work, health, money, etc. Be mindful that goals should be flexible and acheivable. I often find my goals change with time.
The thought bubble with stars represents dreams or aspirational goals. These can be things that you or your participants don’t have as much chance to influence. For example, one of my aspirational goals is to visit friends in Spain in the summer, but this is covid dependent.
In class, once students have completed or drawn their own goals, ask them to share their goals and discuss how they might achieve them. You could use language such as ‘I want to..’, ‘I’d like to…’, ‘I hope to…’, ‘It’s my dream to…’, ‘I’d love it if,…’, ‘I’m going to…’, ‘I plan to…’, ‘I will…’ etc, depending on their level. Draw attention to any emergent language.
If you like this, I’m now running online courses in graphic facilitation for English language teaching professionals. Click the image below for more information.
I got this idea from twitter. I was browsing and noticed the hashtag #NotAGingerBreadMan.
Students are given what looks like half a gingerbread man, and asked to colour it in and draw something else with it. If you search for this hashtag, you’ll see all sorts of cool creations – faces, dinosaurs, cats, football players.
The #DrawingELT theme for the next fortnight is ‘festive’ and I was instantly inspired to draw these festive themed ‘half pictures’.
In class, I’d ask students to turn the image around a few times and discuss ideas with a partner. Then give students time to draw or colour in their creations. Once they’ve finished, I’d display them around the room and ask students to explain what they drew and why.
Feedback is crucial for developing high quality learning experiences. As a materials writer, I value the editorial process because it helps me develop my content from first to final draft. As a teacher, I encourage my students to tell me how they feel about the content of my lessons, and what I can do to support their learning. As a teacher trainer, I am always keen to hear what participants thought of my session so I can make changes the next time I deliver it.
Feedback comes in many forms. Pun intended. It’s true, often feedback comes in the form of a form. Survey Monkey and Google Forms are the ‘go to’.
As a graphic facilitator, I can tell you that there are much more creative (and fun) ways of receiving feedback. In this post, I’d like to share with you to one of those methods.
Let me introduce the Feedback Fairy.
Visual capture sheet inspired by Martha Harding at Scottish Refugee Council.
I was first introduced to the Feedback Fairy by Martha Harding while I was on secondment at the Scottish Refugee Council. Martha had lots of cool ideas for facilitating sessions, and I added this one to my toolkit. I drew this version for the Sharing Lives Sharing Languages project that I was managing at the time.
The feedback fairy is best used as a flipchart, and participants add post-it comments in the various sections. You can do this online using the annotation tools in Zoom or using post-its in Jamboard. If you want individual feedback, you could photocopy one per participant.
Participants are guided to consider:
Heart – things they loved
Toolkit – tools, resources or activities they’d take away
Speech bubble – things they’d tell others
Brain – things they thought or learned
Wand – things they wished had been included
Bin – things they didn’t like
For my first cohort of Engaging Learners with Simple Drawings participants, it was a no-brainer to use the feedback fairy. But since the course focus was on drawings, I did something a little different.
I asked them to draw their own feedback fairies.
I’d like to share some of them here with you. I was blown away by the creativity, skill and imagination. And how much they all loved the course!
Loved this? Want to learn more Graphic Facilitation techniques specifically for ELT professionals? Join my Online Course! Follow this link to find out more: www.emilybrysonelt.com/all-courses/
We are both firm believers in the power of drawing. It’s creative. It’s relaxing. It’s engaging. It’s supportive. It’s fun. It’s also great for checking understanding, aiding memory, supporting students to take notes and activating life skills such as critical thinking.
We know that there are many teachers out there who agree and who would like to develop their drawing skills. So we’d like to create a community of like-minded ELT professionals. All you need to do is use #drawingELT on Twitter or LinkedIn to share your lesson ideas, blogs, doodles, sketches and flashcards.
To inspire your drawings, we’ll post challenges. These will vary from ELT related topics, to vocabulary items to more complex concepts like grammar, metaphor or puzzlers such as how to draw inclusive pronouns or the difference between need and want. You can add your own suggestions here: https://www.menti.com/zp1ajaytg1
And before you say it, everyone CAN DRAW. Some of us are maybe just a bit rusty or haven’t had much practice. Drawing is a visual language, and as language teaching professionals we all know the best way to improve is regular practice. I have two mottos:
Feel the fear, and draw anyway!
It’s not art, it’s communication.
As such, with #drawingELT, anything goes. You can share the most rudimentary stick person scribbled on the back of a napkin or a detailed illustration capable of making Da Vinci jealous. Mine will be closer to the former!
Here’s a fantastic little .gif that Clare made to get you in the mood!
English language learners often want to learn English to improve their life chances. We can help them do so by incorporating life skills into our practice. In fact, it is my firm belief that teaching English and teaching life skills are the perfect match; each supports the other.
Here are five essentials for supporting learners with life skills.
Create a positive classroom atmosphere
It is not only our approach to teaching that makes ELT the perfect environment for incorporating life skills, it is the environment itself. As trainee teachers, one of the first things we learn is the importance of a welcoming, supportive, and encouraging class atmosphere. Students need to feel comfortable in the classroom and positive about their learning experiences.
Our classrooms must therefore be a safe space to learn from mistakes. We can create this by framing failures as learning opportunities and praising learners for their achievements. Giving students time to think before they respond, opportunities to reflect on their learning, and the chance to practise their skills in a supportive environment are invaluable for encouraging life skills acquisition.
In creating a safe space to learn, we must also provide sufficient time for the adoption of life skills. Think about how you first learned to organise your time. When you were in your early teenage years, it’s unlikely that you were as good at time management as you are now. You probably learned through a combination of advice from peers, teachers, parents, and other role models as well as simple trial and error. It’s possible that you may still feel that you still haven’t yet perfected this life skill. That’s because life skills take time and practice, and everyone is different. Find out what your students’ aspirations are, give them the confidence to grow, and reassure them that their goals are achievable with a little hard work.
Be a role model
Students naturally look to their teachers for how to behave and succeed. We are role models. By presenting a professional, organised and well-prepared persona, we can inspire our learners to do the same.
Student questions can be tricky, but when they ask difficult questions, that’s when you know their critical thinking skills are developing. Actively encourage your learners to ask questions. Then support them to find the answers for themselves and to help their peers.
In many ways, developing life skills is aspirational. They are not something that anyone can truly say they have mastered and couldn’t improve on in some way. Although I’m regarded as an efficient spinner of many plates and master of deadlines, I may still get caught out with a last-minute photocopier malfunction making me late for class; there’s always room for improvement. As such, we need to help our students to identify realistic goals based on each individual’s current abilities and give sufficient time to process the information, respond, and incorporate it into their lives.
Identifying individual students’ abilities and goals is a great starting point for incorporating life skills into your classes. Every teaching context is different as are the needs of every learner. Some students will already have a strong grasp of life skills, while others have a longer road to travel. Working with your learners and identifying which life skills are most appropriate to them is a crucial first step.
My book, 50 Ways to Teach Life Skills is a collection of practical tips and activities to enhance students’ social, academic, critical thinking, digital, and work skills to help students become their best selves.
This guide is simple, supports all levels of learners, and many of the activities require little or no preparation or special materials. Each activity assists students to improve their speaking, reading, writing, listening, grammar, vocabulary, or pronunciation skills while also practising their broader skills for life.
It is available now in print and digital from Wayzgoose Press from just £1.99.
I can’t tell you how excited I was to be back in the classroom this week. I got to teach real live students! It was wonderful.
I also got to use a whiteboard. And a whiteboard marker! What a treat!
The beginning of term is a time for welcoming learners, getting to know them and double checking they know exactly where they are going and when.
This year, I’m teaching a beginner and a starter class. I tend to find that writing times, dates and room numbers on the board can lead to confusion. Drawing some simple icons can help make this information clearer.
I’d like to share the simple icons I use with you. You’ll notice that these are not works of art, that my whiteboard is a little smudged and that I probably wrote these in a hurry. That’s because I did. I’m a teacher. That’s how we roll!
How do you welcome your learners? How do you make sure they understand their induction information? I’d love to hear your ideas, or to see your whiteboards!
If you like these ideas, and want to learn more about Engaging Learners with Simple Drawings, I’ve started running online courses.
So you may have seen my previous blog posts, social media messages or attended one of my training sessions. You might have heard me say ‘I’m a Graphic Facilitator’ or ‘Graphic Facilitation is great for the English Language Classroom.’…. you then might have thought…
Well, Graphic Facilitation is the use of simple, hand-drawn, graphics to support groups or individuals towards their goals. Traditionally, Graphic Facilitators use large sheets of paper, flipcharts or whiteboards and markers to engage participants. Online, Graphic Facilitators can do this using pre-drawn visuals, a graphics tablet, drawing software or a visualiser.
Some examples of Graphic Facilitation techniques involve using very simple hand-drawn icons, visual templates, graphic organisers, infographics, mindmaps and sketchnotes. Having used Graphic Facilitation techniques for a few years now, I can safely say that they work very well indeed in the language classroom.
Why? Here’s why…
It’s multisensory and aids critical thinking.
Learners can observe the visual, listen and understand its explanation or instructions, analyse it, apply it, share their interpretations, write about it, or create their own.
It makes things memorable.
In my previous blog posts I’ve written about the drawing effect, which found that drawing aids vocabulary retention. It also makes pages of notes, resources and materials more distinct, which in turn makes them more memorable.
Here’s a quick sketchnote I made of Joan Kang Shin’s IATEFL 2021 talk on Visual Literacy. Wouldn’t you agree it’s more memorable than a page of text?
It aids understanding.
Adding a quick drawing, asking your learners to draw or using a visual as a concept check is an excellent way to find out if they have understood.
It can be used to teach grammar, vocabulary, reading, writing, speaking, listening and pronunciation. You can use it to plan out lessons, curriculums or meeting agendas. I even used it to capture my students’ reflections at the end of term. This template can be used in in various ways:
Photocopy it and use a pen or pencil.
Online – share your screen and use annotation tools.
Send them a copy and ask them to use digital drawing tools to complete it.
Ask them to draw their own. You could ask them to add their own sections (e.g. a cline for digital skills).
It’s quick and copyright free.
The visual capture sheet above took about ten minutes to draw. The same document would probably have taken me about an hour fiddling about with tables in a word document or canva and searching for copyright free stock photos. Granted, it took me a while to learn to draw those icons quickly, but it’s a bit like learning the alphabet; it takes a bit of time but once you know it, you wonder how you ever lived without it.
It is my firm belief that Graphic Facilitation enhances and supports the language learning experience. I’d love ELT practitioners to gain confidence using itâ€¦
…so I’m now running online courses! Engaging Learners with Simple Drawings!
Recently I’ve become a bit obsessed with using drawings in the classroom. In this high-tech era, drawing is a back to basics approach and the perfect excuse to get away from a screen. My drawings are quick and simple. They are not attempting to be Takashi Murakami or Christine Clark. They have at times drawn funny looks (pun totally intended) or initiated laughter, but that’s OK. Students get the message and we have fun doing so. Plus, imperfect drawings teach students that it’s ok to be imperfect â€“ and encourages them to confidently create their own imperfect drawings.
Using drawings in class is a brilliant multisensory way of adding some fun to your lessons, concept checking, get students thinking critically and as a tool for mediation. It’s also great for memory. The drawing effect refers to a 2016 study by Wammes, Meade and Fernandes which found that drawing can aid vocabulary retention. The study gave participants a list of simple words and asked them to either write the word repeatedly or draw it. The results showed that participants recalled twice as many drawn words as written.
The best bit is that drawing works well online and face to face. Hand-drawn visuals engage participants as they bring a piece of analogue into the digital world. You can prepare the visuals before class. In a live class you can point your webcam at a notebook or flipchart, treat yourself to a visualiser or use the annotate tools. Obviously your drawings won’t be as pretty using a mouse but isn’t that part of the fun? Again, it’s not about artistic magnificence, it’s about communication.
There are lots of ways to use drawings and visuals in the classroom. You can check out my other blogs posts.
Neil Cohn has some wonderful research into the use of drawings as a visual language. One of his papers discusses how most people lose their drawing ability in their teens, and with it their visual communication skills. He has found the use of drawings to be beneficial to interaction, motor skills, feedback, culture, motivation and emotions.
This research resonates with me. When I was about 12 or 13, I had to choose which courses to study at school. I swithered a lot between PE or Art but finally chose PE because at the time I wanted to be a personal trainer. When I broke the news to my art teacher, he looked genuinely dejected. I wish someone had told me that learning to draw is a communication skill for life while fitness comes and goes.
Many people believe that they can’t draw, and I have to admit that until I got into graphic facilitation I had started to believe this myth about myself. I now draw most days and have made it my mission to inspire more drawing in the ELT world.
I’d love to support the ELT community to grow their visual vocabulary and add ‘visual’ to their list of lingua francas. I’m now running Online Courses to help you do this!
Why not join me and learn how to engage your learners with simple drawings? My next course is in January. Follow this link to find out more: www.emilybrysonelt.com/all-courses/
A visual template is a tool commonly used by graphic facilitators to inspire workshop participants. It is essentially a technique which turns a plain flipchart or whiteboard into a visual prompt to guide and focus students’ attention. It uses simple iconography to represent topics and bold text to catch their eyes and imaginations. Put simply, it is far more exciting and inspiring than a boring old blank white space.
Take these templates on saving electricity or reducing plastic, for example. Students add their ideas using post-it notes, writing directly or by adding their own drawings. Prior to this activity, you could ask them to read or listen to some information on either topic.
In a face-to-face classroom, these templates can be pre-drawn on flipcbart paper and displayed around the room or passed between tables, carousel style. Students can then walk around or simply add their ideas when they have that template. The teacher can then facilitate discussions using the students’ ideas or students could use the ideas to produce some written work. The templates can be stored and re-used, or students could add their own drawings to them and the final piece be displayed on the wall.
In a digital classroom, the templates work well on a platform such as Jamboard, where students can add their own digital post-its, then discuss their ideas in a breakout room. If your learners have strong digital skills, you could give each a copy in a word document and they can add answers in a transparent text box.
When using this visual template about Energy Sources, as a dynamic receptive skills comprehension task, you could ask learners to read or listen to some information, then ask them to put notes of what they learned in the relevant section. You could later ask them to add their views on the advantages and disavantages of each energy source using two different colours of post-it notes. Then have a discussion about the topic and/or write about it.
Would you like to learn to create hand-drawn visuals to stimulate student creativity and communication? Why not join my Online Course? Follow this link to find out more: www.emilybrysonelt.com/all-courses/