Doodle Notes

Using doodle notes...

Implementation

Overview

Doodle notes can be introduced to specific students or class.
The notes are images that relate to specific content that is being discussed.
A class discussion or student conference is held to establish expectations on the doodle notes.
Students should be allowed to color and draw on the notes while the class progresses through them.
The notes must pertain to the content.

Core Components

- Expectations are discussed and established with class
- Should not be over used
- Doodles are connected to content

Proactive Implementation

- Proactively implementing doodle notes may look like setting expectations of what doodle notes are and sharing the science of how it may support their learning.

Responsive Implementation

- Responsively implementing doodle notes may stem from students struggling to grasp concepts or remain on task during a period of time. Students should be taught what doodle notes are and how they support their learning.

Connection

If the need is connection then older students may design the doodle notes and present them to a younger student.

Skills Training

If the need is skill building then a specific skill/subject could contain the doodle notes.

Awareness

If the need is awareness then the student may be prompted to reengage or summarize their notes periodically.

Emotional Regulation

If the need is regulation then the students may complete doodle notes during a specifically challenging subject or task.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

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