Embed Size (px)
Citation preview
sLittle
Book of
Why do we doodle? How do we doodle?
What’s the benefit of doodling?
Find out more inside…!
www.macmillanyounglearners.com/doodletown
2
Go beyond language learning and create inquisitive, happy, independent and confident learners who can think, explore, create and learn!
Using a language-rich syllabus that incorporates artwork and drawing, Doodle Town promotes memory, experience, imagination and observation by blending songs, projects, values, phonetics and stories into an easy-to-follow and rigorous curriculum.
Discover how Doodle Town can:
• Establish mathematical and literacy awareness through the integrated Let’s Count, Words and Sounds accompanied by both fiction and nonfiction texts
• Prepare students for future academic success through exposure to the rich variety of CLIL lessons aligned to international standards
• Introduce young learners to collaboration, learner independence and problem-solving through the development of 21st century skills
• Shape well-rounded, happy children ready for future life by using four key learning pillars: cognitive, creative, physical and socio-emotional
2
New!Four-level
pre-primarycourse
3
Try this tongue twister!
Doodle definition
doodle (verb): to draw patterns or pictures because you are bored or thinking about other things
doodle (noun): a pattern or picture that you draw when you are bored or are thinking about other things
Phonemic script: /duːd(ə)l/
Synonyms: draw, scribble
Rhyming words: noodle, oodle, Google
Download Doodle Town story videos and songs from www.macmillanyounglearners.com/doodletown
Meg doodles oodles of noodles.
Macmillan Dictionary, www.macmillandicationary.com
4
Auditory learners use doodling in a listening situation to focus on what’s being said and demonstrate better recall.
Visual learners use doodling to process information, ideas and concepts through images and visualisation.
Kinesthetic learners like to move their hands, such as through drawing or doodling, to accompany their learning, which means they think better and this in turn facilitates ideas.
Reading/Writing learners use doodling, often repeating one word on the page, to highlight their focus and thinking.
The four learner types and doodling
“Doodles are like fragments of a map that show how someone’s
mind works”
“Doodles show
individuality”
“It’s a thinking
tool”
Why do we doodle?
5
CONCENTRATION doodling is the body’s
way of helping the mind stay focused, boosting
concentration. In a study, participants retained
29% more information whilst doodling
COMMUNICATION doodling offers the opportunity to make thinking explicit, and for the exchange of ideas and meaning
CLASSROOM MANAGEMENT doodling is like
a safety valve that allows pressure to be dispelled in a playful and
creative way
PROBLEM SOLVING doodling
encourages different pathways
into problem solving and insights
MEMORY doodling is helpful for memory retention
EXPERIENCE doodling improves
the capacity to think and process
information visually
OBSERVATION/LEARNING
doodling helps to visualise the
material
IMAGINATION/CREATIVITY
doodling exercises
imagination and therefore boosts
creativity
Benefits of doodling
CRITICAL THINKING
doodling deepens knowledge exploration,
doodling is thinking in disguise
Benefits of doodlingBenefits of doodling
![I ISDN MS8I )ZV · } Á v o } dEW^ & µ o l D ] o v } ] o ] ] } v o ] l } } Á v o } r r E Z W l l P } } X P o l l î E E](https://img.pdfslide.us/doc/110x75/603a23d4e81ba752bc5c64be/i-isdn-ms8i-zv-v-o-dew-o-l-d-o-v-o-v-o-l-.jpg)
![l l W ] u Ç ^ Z } } o t o µ o ] } v W } o ] Ç ] l l o µ o ...fluencycontent2-schoolwebsite.netdna-ssl.com/File... · ] l l W ] u Ç ^ Z } } o t o µ o ] } v W } o ] Ç ] l l W](https://img.pdfslide.us/doc/110x75/5f63a2a9d36a897e7265a9cc/l-l-w-u-z-o-t-o-o-v-w-o-l-l-o-o-fluencycontent2-.jpg)
![< o Ç v ] < ] Ç Z W l l l o Ç v ] l ] Ç X } u › uxfolio › 5db09758d780d...Z W l l o o ] v ] u } X Z } X Æ o ] ] P } µ X } u l u o ] v l l ( l l i µ ] P l W ó í ï](https://img.pdfslide.us/doc/110x75/5f0ea7347e708231d440469b/-o-v-z-w-l-l-l-o-v-l-x-u-a-uxfolio-a-5db09758d780d.jpg)
![7 o u u v ] Ç ] Z l l f v À l Ç u µ f l P v o ] o } v µ v ... · 7 o u u v ] Ç ] Z l l f v À l Ç u µ f l P v o ] o } v µ v µ Ì l u ] v ] Ì Ç } l f v o l º o ~ ] v o](https://img.pdfslide.us/doc/110x75/601a939575359b5a8b54569e/7-o-u-u-v-z-l-l-f-v-l-u-f-l-p-v-o-o-v-v-7-o-u-u-v-.jpg)
![^ o W ' l' o } l Z l D ] o Á µ l s o À } u v Ç t } Ç l } v](https://img.pdfslide.us/doc/110x75/620b63818f249216b211758a/-o-w-l-o-l-z-l-d-o-l-s-o-u-v-.jpg)
![XñîìîrXïíìî uiµ}vo ]i }] À}v cPo µ Zd ^Ì d ^Ì : ^Ì î îZ í îZ](https://img.pdfslide.us/doc/110x75/603950eea73b96122f03366a/xrx-uivo-i-v-cpo-zd-oe-d-oe-oe-z-z-.jpg)
