sketch note camp – week two

Week two of GDS Sketch Note Camp brought more flexibility, creativity, and ownership from students. Keeping student choice as a key component, we spent more time free sketching- aka honing our skills, and utilized Chromebooks to find and sketch note videos of personal interest. In addition to this increased freedom, came deeper content and more direct connection to school instruction. Below you’ll find images that illustrate both student-led and direct-instruction activities.

The joy from these two weeks lingers and continues to energize me. Looking forward to integrating it more into my work at GDS this year.

Love and light,


Sketchnote Challenge – Create a representation of your journey to Sketch Noting! I failed to capture student examples, so here’s my example! (To the left are different sketch note structures and to the right is my brainstorming. All this scaffolds the assignment!)

Spontaneous Sketch Note – I prefaced camp by telling students they were welcome to doodle at all times during class. This was one outcome of granting this freedom. It illustrates perfectly how sketch noting deepens students’ listening, engagement and understanding. And, maybe more importantly, that kids are genuinely interested in learning- not looking for ways to disengage!

Afternoon Feedback – My goal was to illicit feedback each day. I’d say I actually did so every other day. This was one of my favorite responses. Humble brag, yes, but look at how she is already integrating imagery while still using lots of text.

Another important message- you can still use lots of text when sketch noting! There’s no wrong way to sketch note!

Free Sketch Note – Below are three examples of what’s produced when you give students total freedom to create! I love the humor in these!

Sketch Note Annotating – We worked on developing a visual vocabulary to annotate while reading. And discussed the best books we read over the summer!

Save the Earth… – One day a student wore a shirt saying “Save the World, It’s the Only One with Cats”, so I created a ten-minute challenge to create your own version. These are the results!

Self-Reflection – We spent some time reflecting on the differences between sketch-noting articles and videos. Which is more difficult? What skills are needed for each?

Then we reflected on which elements we spent the most and least time on. Why is that? Do we want to spend more/less time on a certain element?

Final Activity – One of the goals of camp was to help students learn to advocate for the ability to sketch note during class. In order to do so, they created a summary sketch note that they can easily share with teachers to help them better understand why their students are doodling during class and how it helps their learning.

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