Visual Notetaking

What does visual notetaking have to do with memory?

Big image

CCSS Standards

Reading, Informational Text, Standard 2

11-12: Determine two of more central ideas of a text and analyze their development over the course of the text, including how they interact and build on each other to provide a complex analysis; provide an objective summary of the text.

Common Core Standards

RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2: Determine the central ideas or information of a primary or secondary source;provide an accurate summary of how key events or ideas develop over the course of the text.


Analyze in detail a series of events described in a text; determine whether earlier events

caused later ones or simply preceded them.

APA National Standards for the Teaching of High School Psychology

Standard Area: Memory

Content Standards

After concluding this unit, students understand:

1. Encoding of memory

2. Storage of memory

3. Retrieval of memory

Content Standards With Performance Standards
Content Standard 1: Encoding of memory
Students are able to (performance standards):

1.1 Identify factors that influence encoding.

1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing.

1.3 Discuss strategies for improving the encoding of memory.

Content Standard 2: Storage of memory
Students are able to (performance standards):

2.1 Describe the differences between working memory and long-term memory.

2.2 Identify and explain biological processes related to how memory is stored.

2.3 Discuss types of memory and memory disorders (e.g., amnesias, dementias).

2.4 Discuss strategies for improving the storage of memories.

Content Standard 3: Retrieval of memory
Students are able to (performance standards):

3.1 Analyze the importance of retrieval cues in memory.

3.2 Explain the role that interference plays in retrieval.

3.3 Discuss the factors influencing how memories are retrieved.

3.4. Explain how memories can be malleable.

3.5 Discuss strategies for improving the retrieval of memories.

Learning Objectives:

Students will be able to:
  • Define Memory
  • Explain how we form memories
  • Describe how psychologists explain the human memory system
  • Compare and contrast explicit and implicit memories
  • Identify the information we process automatically
  • Explain how sensory memory works
  • Describe the capacity of our short-term and working memory
  • Describe the effortful processing strategies that help us remember new information
  • Explain how we retrieve memories
  • Discuss the levels of processing and evaluate their effect on encoding
  • Explain why our memory sometimes fails
  • Create sketchnotes that visually outline the unit of study
  • Discover and examine connections between and among concepts explored in the sketchnotes
Big image

Why Doodling Matters?

As Temple Grandin says, "the world needs all kinds of minds." and some of those minds "think in pictures". Doodling is a form of external thought that allows you to visualize the connections you are making while thinking. In the conscious mind, doodling can assist concentration and focus but even in the unconscious mind, while doodling and day dreaming connections are made. As Steven Johnson says, the "mind's primordial soup" can lead to "serendipitous collisions of creative insight". Doodling has allowed connections to be made between people and ideas, the magical space between. These aspects can lead to better problem solving. By sharing my thinking through visual means, my most important connections have been to people, by way of sharing my perceptions of their ideas, presentations and words back to them.

(v.1 available for reference here:

Big image
Drawing in class: Rachel Smith at TEDxUFM
Sketcho Frenzy: The Basics of Visual Note-taking
Scribing 101
Big image
Lunch Doodles: How To Draw Faces
TEDGlobal 2011: Tom Wujec on visual note-taking