Drawing+as+a+Processing+Option

Allowing students to express themselves through drawing is a great way to strengthen understanding of content area material and to strengthen their long-term memory of your subject.
 * Drawing as a Processing Option **


 * After reading from a text or article, ask students to draw what they understand. They may add a caption or word bubbles to enhance the drawing.
 * Create two sided notes pages. On one side of the page, students take written notes about the information. On the other side of the page, students draw a representation of the notes.
 * Ask students to draw a picture that will help them to recall the meaning of vocabulary words. See the example of a word box below:
 * = **Diameter** ||= ||
 * = **Definition or synonym: latitude, broadness, breadth, width, distance from a point on a circle to another** ||
 * = **Antonym: radius, range** ||
 * = **Sentence: The diameter of Ceres is 580 miles from one side of the asteroid to the other.** ||
 * = **Draw a picture: ** ||

· Ask students to draw what they remember from the previous day as a warm-up. · As students to draw what they learned as a closure. · Ask students to draw a concept, share the drawing with a partner, and discuss the concept.

“Many psychologists adhere to what has been called “dual-coding” theory of information storage. This theory postulates that knowledge is stored in two forms – a linguistic form and an imagery form. The linguistic mode is containing actual statements in long-term memory. The imagery mode, in contrast, is expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association or sound” (Marzano R., Pickering, D. Pollock, J. (2001). //Classroom Instruction That Works//. Alexandria, Virgina: ASCD.)
 * Why it works: **

Doodling is Brain Smart