ABSTRACT
Teacher- and student-generated sketches can spawn meaningful note-taking and instructional processes for enhancing learning and knowledge retention.
Additional information
Notes on contributors
Denise McDonald
Denise McDonald, Ed.D, is Professor of Curriculum and Instruction at the University of Houston-Clear Lake. She teaches undergraduate and graduate courses in classroom management, curriculum planning, instructional strategies, professional development, and critical inquiry.
Rachel Vines
Rachel Vines, M.S., is a middle school educator whose past subjects have included visual arts, language arts, and yearbook. She thrives in promoting her students' artistic expression through multiple freeing modalities.