Instead of writing notes for a class period, encourage your students to take notes by drawing small pictures depicting the class material to help students distill the concepts.
Detail of undergraduate student Jackson Mitchell’s interior design sketches in a Lamar Dodd School of Art studio.
Individual/Group Activity
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Class Size
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Bloom’s Taxonomy Level
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Development Initial
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Minimum Time to Facilitate
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MinimumTimeto Debrief
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PDFs
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Discipline-Specific Examples
STEM (Science, Technology, Engineering, and Mathematics) Please contact us at activelearning@uga.edu with an example to include!
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design for Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations Encourage but do not require sketching — some mobility conditions may make it difficult. Allow written or verbal descriptions as alternatives.
Timing & Pacing Allow adequate time to sit with the concept before sketching. Translating abstraction to image requires reflection.
Social Interaction Allow private sketching before sharing. Avoid requiring public display or explanation without preparation or choice.
Information Accessibility Provide the concept or prompt in writing for reference while sketching or describing.
Ways to Participate/Express Allow response by sketching, written description, verbal explanation, or directing a peer to sketch.
Gansemer-Topf, A. M., Paepcke-Hjeltness, V., Russell, A. E., & Schiltz, J. (2021). “Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology. Innovative Higher Education, 46, 303-319: https://link.springer.com/article/10.1007/s10755-020-09542-6
