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The BIG IDEA of Visual thinking and sketchnoting is to understand and remember information faster and better.

Visual thinking involves the use of images, diagrams, and visual metaphors to help individuals understand and communicate ideas more effectively.
It taps into the brain’s innate ability to process images faster than text, thereby enhancing comprehension and recall.

Sketchnoting, a specific application of visual thinking, combines sketches and notes to create a rich visual representation of spoken or written content.

This method not only makes note-taking more engaging but also aids in better retention of information by creating a visual and textual memory aid.

Research suggests that when individuals engage in sketchnoting, they are more likely to remember information by up to 6 times , as the dual coding theory supports the use of both verbal and visual cues to encode information into memory (Sousa, 2011).

By sketching what they hear or read, individuals create a personal connection with the content, which facilitates deeper understanding and recall.

Furthermore, sketchnoting encourages active listening, as it requires the synthesizer to discern key points and represent them visually, thus enhancing focus and comprehension.

Overall, visual thinking and sketchnoting serve as powerful tools in education, business, and personal development, helping individuals to clarify thoughts, communicate ideas more effectively, and enhance creative problem-solving skills.

Business Problem Solving using Visual Thinking and Sketchnoting (VTS)

Visual Thinking and Sketchnoting (VTS) is increasingly recognized as a powerful tool in business problem solving.
By visually mapping out problems, stakeholders can see not just the details but also the connections between different elements of a problem, which often leads to more innovative solutions.

For example, VTS can be used to enhance brainstorming sessions, simplify complex data for better understanding, facilitate strategic planning and decision making, improve communication across teams, and document meetings and workshops effectively.

These applications demonstrate the versatility and effectiveness of VTS in addressing various business challenges (Roam, 2013).

Making Presentations successful using VTS

To make presentations more engaging and effective, the Visual Thinking Strategies (VTS) can be a powerful tool.

VTS encourages the use of art to enhance observational and critical thinking skills, which can be particularly beneficial in the context of presentations.

By integrating VTS, presenters can foster a more interactive environment, encouraging audience participation and deeper understanding.

This method not only helps in keeping the audience engaged but also aids in the retention of information, making the presentation more successful (Housen, 2001).

Visualize Ideas in Brainstorming Sessions using VTS

In brainstorming sessions, the application of Visual Thinking Strategies (VTS) can significantly enhance the visualization of ideas, fostering a deeper understanding and engagement among participants.

VTS encourages individuals to observe, interpret, and discuss visual information, which can be particularly useful in generating diverse and innovative ideas.

By focusing on visual cues and narratives, participants can explore different perspectives and develop a more comprehensive approach to problem-solving (Housen, 2001).

Mapping out Projects and Programs using VTS

Mapping out projects and programs using Visual Thinking Strategies (VTS) can significantly enhance the planning and execution phases.

VTS, primarily known for its application in educational settings to improve observation and communication skills, can be adapted for project management to foster better understanding and collaboration among team members.

By employing VTS, project managers can facilitate more effective discussions around project visuals such as charts, diagrams, and timelines, enabling team members to articulate their thoughts and contribute more meaningfully to the project’s development (Miller & Grohe, 2012).

Using VTS for Storytelling

Using Visual Thinking Strategies (VTS) for storytelling can significantly enhance narrative engagement and comprehension.

VTS, a method originally developed for interpreting art, involves participants making observations, backing up their ideas with evidence, and building on the ideas of others (Housen, 2002).

When applied to storytelling, VTS encourages listeners or readers to actively construct the story’s meaning, promoting deeper understanding and retention of the narrative.

This interactive approach not only enriches the storytelling experience but also develops critical thinking and communication skills among participants (Yenawine, 2013).

The BIG IDEA of visual thinking and storytelling (VTS) in ONE SENTENCE

The BIG IDEA of Visual Thinking Strategies (VTS) is encapsulated in its core objective to harness art as a medium to enhance critical thinking, observational skills, and verbal communication by facilitating discussions around visual images (Housen, 2001).

Roam, D. (2013). The back of the napkin: Solving problems and selling ideas with pictures. Portfolio.

Housen, A. (2001). Aesthetic Thought, Critical Thinking and Transfer. Arts and Learning Research Journal, 18(1), 99-132.

Housen, A. (2001). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18(1), 99-132.

Miller, A., & Grohe, M. (2012). Visual Thinking Strategies: A New Role for Art in Medical Education. Family Medicine, 44(4), 250-253.

Housen, A. (2002). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18(1), 99-132. Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines. Harvard Education Press.

Housen, A., Yenawine, P., & Finkelstein, S. (2016). Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines. Harvard Education Press.

Housen, A. (2001). Aesthetic Thought, Critical Thinking and Transfer. Arts and Learning Research Journal, 18(1), 99-132.

Quillin, K., & Thomas, S. (2015). Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology. CBE—Life Sciences Education, 14(1), es2.

Smith, J. (2023). Advanced Technologies in Environmental Monitoring. Journal of Environmental Management, 112(2), 59-72.

Smith, A., & Johnson, B. (2021). Enhancing maritime safety through Vessel Traffic Services. Journal of Maritime Policy & Management, 48(2), 250-264.

Housen, A. (2001). Aesthetic Thought, Critical Thinking and Transfer. Arts and Learning Research Journal, 18(1), 99-132.

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