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She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_57585":{"type":"posts","id":"mindshift_57585","meta":{"index":"posts_1591205157","site":"mindshift","id":"57585","score":null,"sort":[1616481038000]},"guestAuthors":[],"slug":"six-strategies-to-help-you-focus-better","title":"Six Strategies to Help You Focus Better","publishDate":1616481038,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Getting and staying focused can be a challenge in the best of times. But with everything going on in the world, concentrating can often feel down-right impossible.\u003c/p>\n\u003cp>Testament to that challenge is the burgeoning self-help industry bursting with books, blogs, videos and TED Talks on the topic. There's even a site called \u003ca href=\"https://www.caveday.org/\">Caveday\u003c/a> where the focus-challenged gather together on Zoom — computer cameras switched on for accountability, all other technology put away — for deep-focus work sessions. Among other things, it requires that participants \"monotask,\" because multitasking distracts our brains and prevents us from entering true focus and flow.\u003c/p>\n\u003cp>What happens instead when we try to multitask, says \u003ca href=\"https://www.ics.uci.edu/~gmark/Home_page/Welcome.html\">Gloria Mark\u003c/a>, Ph.D., is that our brains switch among tasks, requiring more brain fuel than staying with one task at a time.\u003c/p>\n\u003cp>\"Every activity we do uses a different set of cognitive resources,\" says Mark, an informatics professor at the University of California, Irvine. \"If I do email, I'm using one set of cognitive resources. If I'm reading a report, I'm using a different set of resources. \"\u003c/p>\n\u003cp>The more tasks you try to do at any given time, the more cognitive energy you burn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another overconsumer of brain fuel is \u003cem>over\u003c/em>focusing, says Dr. Srini Pillay, a psychiatrist and the author of \u003ca href=\"https://tinkerdabble.com/\">\u003cem>Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>As the title suggests, Pillay believes \"unfocusing\" your mind, or purposefully letting it wander, is key to improving focus overall. The brain, he says, does its best work when it's allowed to toggle between focus and unfocus.\u003c/p>\n\u003cp>Which leads to the first of six tips to help you find your flow.\u003c/p>\n\u003cp>\u003cstrong>Unfocus your brain. \u003c/strong>Schedule into every workday some breaks from all that focusing and allow your mind to travel into what's called the \"default mode network\" for a bit of freestyle riffing. This network of brain circuitry is where magic happens, Pillay says. It's the place where our minds find innovation and creativity and often make better decisions than the focused mind. You can get yourself there, he says, with something called \"positive constructive daydreaming.\"\u003c/p>\n\u003cp>\u003cstrong>Engage in positive constructive daydreaming.\u003c/strong> This involves first turning your attention inward. Try traveling with your mind to someplace enjoyable — maybe it's a stroll through an imaginary forest or sunbathing on a warm, sandy beach. Pair your daydreaming with some form of low-key activity such as walking, knitting, gardening. Release your mind for about 20 minutes of this fun and watch what happens. Doing so — especially when working hard on a project — will help to open up the brain's \"default mode network.\" Doing this several times a day can offer your mind a fresh approach to the job at hand.\u003c/p>\n\u003cp>\u003cstrong>Block interruptions before diving into deep work. \u003c/strong>Our days are filled with distractions, from others \u003cem>and\u003c/em> ourselves. To help, turn off text messaging, notifications and social media alerts. Pretty basic? Sure, but vital when you want a deep dive into focus, Mark says. When distracting interruptions are shut off, our brains get a chance to complete full sentences of thought. Your important work, she says, benefits when you shut off or put away your phone and other screens. Then, plan a time to respond — after you've completed a period of sustained focus.\u003c/p>\n\u003cp>\u003cstrong>Know your chronobiology. \u003c/strong>Make friends with your body clock. Are you a lark who is sharp and alert in the morning? Or is night owl more your style? Either way, it doesn't matter as long as you schedule your most important projects during your brain's periods of peak performance. Mark says resist the temptation to spend your day — in particular your peak brain hours — doing busywork. Instead, reserve your best brain time for the big stuff.\u003c/p>\n\u003cp>\u003cstrong>Try new hobbies. \u003c/strong>Dabbling in hobbies not only is fun but can help us come up with new solutions to problems we're facing at work or home, Pillay says. Allowing your mind time to play is another way to invite innovation in ways that focusing doesn't.\u003c/p>\n\u003cp>\u003cstrong>Consider a digital sabbath. \u003c/strong>There's a lot of talk these days about the benefits of shutting off your devices — and for good reason. Taking a digital sabbath — intentionally setting aside time to rest from your screens and all their interruptions — offers an important benefit, Mark says. It reminds us there's a world outside our screens, helping us to \"reset and think about what's really important.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast version of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Too+Much+Focusing+Is+Draining.+Here%27s+A+Better+Strategy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Concentrating is hard. Concentrating during a pandemic is even harder. Daydreaming, taking breaks and cutting distractions are helpful examples of focus strategies that can be helpful for everyone trying to complete a task. ","status":"publish","parent":0,"modified":1616481038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":811},"headData":{"title":"Six Strategies to Help You Focus Better - MindShift","description":"Daydreaming, taking breaks and cutting distractions are helpful examples of focus strategies that can be helpful for everyone trying to complete a task.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Strategies to Help You Focus Better","datePublished":"2021-03-23T06:30:38.000Z","dateModified":"2021-03-23T06:30:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57585 https://ww2.kqed.org/mindshift/?p=57585","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/22/six-strategies-to-help-you-focus-better/","disqusTitle":"Six Strategies to Help You Focus Better","nprByline":"Stephanie O'Neill and Audrey Nguyen","nprImageAgency":"Photo illustration by Becky Harlan/NPR","nprStoryId":"979183329","nprApiLink":"http://api.npr.org/query?id=979183329&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/21/979183329/too-much-focusing-is-draining-heres-a-better-strategy?ft=nprml&f=979183329","nprRetrievedStory":"1","nprPubDate":"Mon, 22 Mar 2021 10:16:00 -0400","nprStoryDate":"Sun, 21 Mar 2021 07:00:26 -0400","nprLastModifiedDate":"Mon, 22 Mar 2021 10:16:33 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210322_lifekit_life_kit_-_how_to_focus__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","nprAudioM3u":"http://api.npr.org/m3u/1979946670-033166.m3u?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","path":"/mindshift/57585/six-strategies-to-help-you-focus-better","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210322_lifekit_life_kit_-_how_to_focus__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting and staying focused can be a challenge in the best of times. But with everything going on in the world, concentrating can often feel down-right impossible.\u003c/p>\n\u003cp>Testament to that challenge is the burgeoning self-help industry bursting with books, blogs, videos and TED Talks on the topic. There's even a site called \u003ca href=\"https://www.caveday.org/\">Caveday\u003c/a> where the focus-challenged gather together on Zoom — computer cameras switched on for accountability, all other technology put away — for deep-focus work sessions. Among other things, it requires that participants \"monotask,\" because multitasking distracts our brains and prevents us from entering true focus and flow.\u003c/p>\n\u003cp>What happens instead when we try to multitask, says \u003ca href=\"https://www.ics.uci.edu/~gmark/Home_page/Welcome.html\">Gloria Mark\u003c/a>, Ph.D., is that our brains switch among tasks, requiring more brain fuel than staying with one task at a time.\u003c/p>\n\u003cp>\"Every activity we do uses a different set of cognitive resources,\" says Mark, an informatics professor at the University of California, Irvine. \"If I do email, I'm using one set of cognitive resources. If I'm reading a report, I'm using a different set of resources. \"\u003c/p>\n\u003cp>The more tasks you try to do at any given time, the more cognitive energy you burn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another overconsumer of brain fuel is \u003cem>over\u003c/em>focusing, says Dr. Srini Pillay, a psychiatrist and the author of \u003ca href=\"https://tinkerdabble.com/\">\u003cem>Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>As the title suggests, Pillay believes \"unfocusing\" your mind, or purposefully letting it wander, is key to improving focus overall. The brain, he says, does its best work when it's allowed to toggle between focus and unfocus.\u003c/p>\n\u003cp>Which leads to the first of six tips to help you find your flow.\u003c/p>\n\u003cp>\u003cstrong>Unfocus your brain. \u003c/strong>Schedule into every workday some breaks from all that focusing and allow your mind to travel into what's called the \"default mode network\" for a bit of freestyle riffing. This network of brain circuitry is where magic happens, Pillay says. It's the place where our minds find innovation and creativity and often make better decisions than the focused mind. You can get yourself there, he says, with something called \"positive constructive daydreaming.\"\u003c/p>\n\u003cp>\u003cstrong>Engage in positive constructive daydreaming.\u003c/strong> This involves first turning your attention inward. Try traveling with your mind to someplace enjoyable — maybe it's a stroll through an imaginary forest or sunbathing on a warm, sandy beach. Pair your daydreaming with some form of low-key activity such as walking, knitting, gardening. Release your mind for about 20 minutes of this fun and watch what happens. Doing so — especially when working hard on a project — will help to open up the brain's \"default mode network.\" Doing this several times a day can offer your mind a fresh approach to the job at hand.\u003c/p>\n\u003cp>\u003cstrong>Block interruptions before diving into deep work. \u003c/strong>Our days are filled with distractions, from others \u003cem>and\u003c/em> ourselves. To help, turn off text messaging, notifications and social media alerts. Pretty basic? Sure, but vital when you want a deep dive into focus, Mark says. When distracting interruptions are shut off, our brains get a chance to complete full sentences of thought. Your important work, she says, benefits when you shut off or put away your phone and other screens. Then, plan a time to respond — after you've completed a period of sustained focus.\u003c/p>\n\u003cp>\u003cstrong>Know your chronobiology. \u003c/strong>Make friends with your body clock. Are you a lark who is sharp and alert in the morning? Or is night owl more your style? Either way, it doesn't matter as long as you schedule your most important projects during your brain's periods of peak performance. Mark says resist the temptation to spend your day — in particular your peak brain hours — doing busywork. Instead, reserve your best brain time for the big stuff.\u003c/p>\n\u003cp>\u003cstrong>Try new hobbies. \u003c/strong>Dabbling in hobbies not only is fun but can help us come up with new solutions to problems we're facing at work or home, Pillay says. Allowing your mind time to play is another way to invite innovation in ways that focusing doesn't.\u003c/p>\n\u003cp>\u003cstrong>Consider a digital sabbath. \u003c/strong>There's a lot of talk these days about the benefits of shutting off your devices — and for good reason. Taking a digital sabbath — intentionally setting aside time to rest from your screens and all their interruptions — offers an important benefit, Mark says. It reminds us there's a world outside our screens, helping us to \"reset and think about what's really important.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast version of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Too+Much+Focusing+Is+Draining.+Here%27s+A+Better+Strategy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57585/six-strategies-to-help-you-focus-better","authors":["byline_mindshift_57585"],"categories":["mindshift_193"],"tags":["mindshift_862","mindshift_20754","mindshift_20693","mindshift_20838","mindshift_20824","mindshift_21421"],"featImg":"mindshift_57586","label":"mindshift"},"mindshift_50429":{"type":"posts","id":"mindshift_50429","meta":{"index":"posts_1591205157","site":"mindshift","id":"50429","score":null,"sort":[1517492961000]},"guestAuthors":[],"slug":"how-to-help-older-kids-develop-a-sense-of-imagination","title":"8 Ways to Help Older Kids Develop a Sense of Imagination","publishDate":1517492961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n","blocks":[],"excerpt":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","status":"publish","parent":0,"modified":1517508682,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1498},"headData":{"title":"8 Ways to Help Older Kids Develop a Sense of Imagination | KQED","description":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Ways to Help Older Kids Develop a Sense of Imagination","datePublished":"2018-02-01T13:49:21.000Z","dateModified":"2018-02-01T18:11:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50429 https://ww2.kqed.org/mindshift/?p=50429","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/01/how-to-help-older-kids-develop-a-sense-of-imagination/","disqusTitle":"8 Ways to Help Older Kids Develop a Sense of Imagination","path":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_862","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20983","mindshift_20812","mindshift_21166","mindshift_20852","mindshift_1038"],"featImg":"mindshift_50454","label":"mindshift"},"mindshift_45731":{"type":"posts","id":"mindshift_45731","meta":{"index":"posts_1591205157","site":"mindshift","id":"45731","score":null,"sort":[1468566175000]},"guestAuthors":[],"slug":"books-teachers-share-inspired-to-join-the-doodle-revolution","title":"Books Teachers Share: Inspired to Join the Doodle Revolution","publishDate":1468566175,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Literacy specialist Shawna Coppola teaches at a small elementary school in Rollinsford, New Hampshire, where she focuses on universal instruction and supporting teachers, often stepping in to help plan a lesson or co-teach a unit. She said that an unlikely book has profoundly changed how she thinks about teaching reading and writing: Sunni Brown’s \u003c/span>\u003ca href=\"https://www.amazon.com/Doodle-Revolution-Unlock-Power-Differently/dp/1591847036\">\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: Unlock the Power to Think Differently\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola, who was never much of a doodler herself, said when she first started teaching 16 years ago, she often told students to stop drawing all over their papers and pay attention. But what she learned from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is that there is research to support the idea that doodling is actually not stealing focus, but helping to\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> increase\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> focus by helping the doodler think deeply about what is being said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And more than that, Coppola said, it’s fun. This conversation with MindShift has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola: The book that has changed my life is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">it takes you through what doodling is, it argues for its benefits, and talks about how visual learning and visual thinking can help us become better learners, but also can be super fun. Not only is Sunni Brown a really engaging writer and speaker, but she grounds her work in research.\u003c/span>\u003c/p>\n\u003cp>https://www.ted.com/talks/sunni_brown?language=en\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I found this book three years ago, in the business management section of the bookstore. But I could see how the ideas that Sunni was putting out there could apply to education. It really hit me in a way I didn’t expect.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think the book aims to break down misconceptions about doodling as being a mindless thing. Often, we think of doodlers as not paying attention. I remember when I first started teaching, I had this student who was a big doodler, and I would say to her, OK, put that away. And I had a meeting with her and her parents one day and it [doodling] came up somehow. And they tried to explain to me why she doodles, they were telling me how it helps her focus. At the time, I just wasn’t ready to hear it. I was willing to say, ok \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">she\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can doodle, but no one else is going to doodle in my classroom! I didn’t doodle, so I saw it as something sort of subversive. And that’s what Sunni talks about, we think of doodling as something mindless and almost rude. She turns that notion on its head.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-45793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Circa-2014b-e1468563706159.jpg\" alt=\"Circa 2014b\" width=\"1920\" height=\"2560\">\u003c/p>\n\u003cp>The other part of the book offers some really practical ways to learn visual thinking techniques, and that was really helpful for me, because I never thought of myself as a visual learner, but now I completely think of myself as a visual learner. She talks about using a ‘visual alphabet,’ she talks about using color when you’re taking notes, how you can differentiate between different parts of what you’re listening to or reading. She talks about using different kinds of bullets and frames. Then she gives us space as readers to kind of practice it in the book.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book has changed what I do so much. It’s changed how I access and synthesize information. But what’s really changed is the way I listen to information coming in. I’ve been taking pictures of my notebooks through the years to see how they’ve evolved -- and it’s become so fun for me, it helps me focus. It’s changed everything about the way I think of composition, and the way I think. It’s just been completely paradigm-shifting for me. \u003c/span>\u003c/p>\n\u003cp>And I use it in different ways with the students. Like, my colleague teaches a fifth/sixth grade classroom. She used to be a doodler and a drawer, but stopped. The book really spoke to her. She started doodling more. Then she and I explicitly taught her students some of the techniques that Sunni teaches in the book. It’s given permission to the kids: so when we’re doing math, I can doodle, and doodle what I’m hearing and that’s OK, no one’s going to be mad at me, or have to put my notebook away.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not only visual thinking strategies; it also helped me think differently about composition as a whole. [Because of the book], in the past couple of years, we’ve done a lot more inquiries into comics and graphic novels and illustration study. And the students are so much more engaged, I feel like I see it, and other teachers have told me how much engagement they see with their kids now. They love it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My favorite quote: \"How do we drop like rocks off the visual language learning curve? When and why does this insidious phenomenon start? I've seen children of all ages ooze doodles and drawings onto paper as if they were vines growing with their hands. They do this easily, without prompting or training; it's as natural as walking and talking. Then, without warning--and worse, without adults noticing or caring--they seem to lose their visual language capacity as they embrace numbers and letters. Out go their loose, easy sketches, and in come the supposedly \"real\" tools, the power tools of numbers and words that will likely dominate their attention for the rest of their lives.\"\u003c/p>\n\u003cfigure id=\"attachment_45767\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Quote-e1468007078441.jpg\" alt=\"Mark-up of Shawna Coppola's copy of "The Doodle Revolution."\" width=\"1920\" height=\"1289\">\u003cfigcaption class=\"wp-caption-text\">Mark-up of Shawna Coppola's copy of \"The Doodle Revolution.\" \u003ccite>(Courtesy of Shawna Coppola)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"A teacher found a better way to teach by encouraging kids to doodle. ","status":"publish","parent":0,"modified":1468566175,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":949},"headData":{"title":"Books Teachers Share: Inspired to Join the Doodle Revolution | KQED","description":"A teacher found a better way to teach by encouraging kids to doodle. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Books Teachers Share: Inspired to Join the Doodle Revolution","datePublished":"2016-07-15T07:02:55.000Z","dateModified":"2016-07-15T07:02:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45731 http://ww2.kqed.org/mindshift/?p=45731","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/15/books-teachers-share-inspired-to-join-the-doodle-revolution/","disqusTitle":"Books Teachers Share: Inspired to Join the Doodle Revolution","path":"/mindshift/45731/books-teachers-share-inspired-to-join-the-doodle-revolution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Literacy specialist Shawna Coppola teaches at a small elementary school in Rollinsford, New Hampshire, where she focuses on universal instruction and supporting teachers, often stepping in to help plan a lesson or co-teach a unit. She said that an unlikely book has profoundly changed how she thinks about teaching reading and writing: Sunni Brown’s \u003c/span>\u003ca href=\"https://www.amazon.com/Doodle-Revolution-Unlock-Power-Differently/dp/1591847036\">\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: Unlock the Power to Think Differently\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola, who was never much of a doodler herself, said when she first started teaching 16 years ago, she often told students to stop drawing all over their papers and pay attention. But what she learned from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is that there is research to support the idea that doodling is actually not stealing focus, but helping to\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> increase\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> focus by helping the doodler think deeply about what is being said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And more than that, Coppola said, it’s fun. This conversation with MindShift has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola: The book that has changed my life is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">it takes you through what doodling is, it argues for its benefits, and talks about how visual learning and visual thinking can help us become better learners, but also can be super fun. Not only is Sunni Brown a really engaging writer and speaker, but she grounds her work in research.\u003c/span>\u003c/p>\n\u003cp>https://www.ted.com/talks/sunni_brown?language=en\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I found this book three years ago, in the business management section of the bookstore. But I could see how the ideas that Sunni was putting out there could apply to education. It really hit me in a way I didn’t expect.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think the book aims to break down misconceptions about doodling as being a mindless thing. Often, we think of doodlers as not paying attention. I remember when I first started teaching, I had this student who was a big doodler, and I would say to her, OK, put that away. And I had a meeting with her and her parents one day and it [doodling] came up somehow. And they tried to explain to me why she doodles, they were telling me how it helps her focus. At the time, I just wasn’t ready to hear it. I was willing to say, ok \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">she\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can doodle, but no one else is going to doodle in my classroom! I didn’t doodle, so I saw it as something sort of subversive. And that’s what Sunni talks about, we think of doodling as something mindless and almost rude. She turns that notion on its head.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-45793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Circa-2014b-e1468563706159.jpg\" alt=\"Circa 2014b\" width=\"1920\" height=\"2560\">\u003c/p>\n\u003cp>The other part of the book offers some really practical ways to learn visual thinking techniques, and that was really helpful for me, because I never thought of myself as a visual learner, but now I completely think of myself as a visual learner. She talks about using a ‘visual alphabet,’ she talks about using color when you’re taking notes, how you can differentiate between different parts of what you’re listening to or reading. She talks about using different kinds of bullets and frames. Then she gives us space as readers to kind of practice it in the book.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book has changed what I do so much. It’s changed how I access and synthesize information. But what’s really changed is the way I listen to information coming in. I’ve been taking pictures of my notebooks through the years to see how they’ve evolved -- and it’s become so fun for me, it helps me focus. It’s changed everything about the way I think of composition, and the way I think. It’s just been completely paradigm-shifting for me. \u003c/span>\u003c/p>\n\u003cp>And I use it in different ways with the students. Like, my colleague teaches a fifth/sixth grade classroom. She used to be a doodler and a drawer, but stopped. The book really spoke to her. She started doodling more. Then she and I explicitly taught her students some of the techniques that Sunni teaches in the book. It’s given permission to the kids: so when we’re doing math, I can doodle, and doodle what I’m hearing and that’s OK, no one’s going to be mad at me, or have to put my notebook away.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not only visual thinking strategies; it also helped me think differently about composition as a whole. [Because of the book], in the past couple of years, we’ve done a lot more inquiries into comics and graphic novels and illustration study. And the students are so much more engaged, I feel like I see it, and other teachers have told me how much engagement they see with their kids now. They love it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My favorite quote: \"How do we drop like rocks off the visual language learning curve? When and why does this insidious phenomenon start? I've seen children of all ages ooze doodles and drawings onto paper as if they were vines growing with their hands. They do this easily, without prompting or training; it's as natural as walking and talking. Then, without warning--and worse, without adults noticing or caring--they seem to lose their visual language capacity as they embrace numbers and letters. Out go their loose, easy sketches, and in come the supposedly \"real\" tools, the power tools of numbers and words that will likely dominate their attention for the rest of their lives.\"\u003c/p>\n\u003cfigure id=\"attachment_45767\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Quote-e1468007078441.jpg\" alt=\"Mark-up of Shawna Coppola's copy of "The Doodle Revolution."\" width=\"1920\" height=\"1289\">\u003cfigcaption class=\"wp-caption-text\">Mark-up of Shawna Coppola's copy of \"The Doodle Revolution.\" \u003ccite>(Courtesy of Shawna Coppola)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45731/books-teachers-share-inspired-to-join-the-doodle-revolution","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20837"],"featImg":"mindshift_45768","label":"mindshift"},"mindshift_39941":{"type":"posts","id":"mindshift_39941","meta":{"index":"posts_1591205157","site":"mindshift","id":"39941","score":null,"sort":[1436966954000]},"guestAuthors":[],"slug":"making-learning-visible-doodling-helps-memories-stick","title":"Making Learning Visible: Doodling Helps Memories Stick","publishDate":1436966954,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ","status":"publish","parent":0,"modified":1464912245,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1182},"headData":{"title":"Making Learning Visible: Doodling Helps Memories Stick | KQED","description":"Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Learning Visible: Doodling Helps Memories Stick","datePublished":"2015-07-15T13:29:14.000Z","dateModified":"2016-06-03T00:04:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39941 http://ww2.kqed.org/mindshift/?p=39941","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/","disqusTitle":"Making Learning Visible: Doodling Helps Memories Stick","path":"/mindshift/39941/making-learning-visible-doodling-helps-memories-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39941/making-learning-visible-doodling-helps-memories-stick","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20837"],"featImg":"mindshift_41148","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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