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I drew up this graphic about Making A Paper Mache Head for the first ‘Talking Pictures’ class I did at the Direct Supports Conference. It was a full day session, giving me more room to show and play with samples.

Click the image for a larger, more legible version.

This graphic served multiple purposes in my session. I wanted a sample that was more playful than my workaday world of ISP process maps. Since the conference targets direct support workers from group homes and employment program across Oregon, I wanted a demonstration piece that could be taken and used with people with developmental disabilities. It was very important to me that people see how these tools can cross boundaries. It was also intended to show people the myriad of ways a single graphic can be used:

• The materials list can be cut free and given to people so they can gather the stuff they need.
• Give students each their own copy.
• Enlarge on the poster/blueprint copier at Kinko’s and post as a reference.
• Cut the big graphic into pieces and present the steps one at a time. By doing so, you could customize it for people who can’t or won’t do certain steps.
• Use as a tabletop reference, but laminate it first. Paper mache is beautifully messy. And damp.
• Present as an action-graphic, drawing up the steps a few at a time, depending on student progress.

There are a ton of interactive strategies that could be useful for engaging someone in this activity. Some people might enjoy coloring the graphic or just naming items on the materials list. Cutting the graphic into smaller pieces could be a good sequencing exercise for someone familiar with the steps. And making paper mache together tends to be pretty interactive as well.

I was invited this past Wednesday to give a workshop on using graphics and visual organization as teaching tools at the Oregon Intervention System’s (OIS) Fall Forum. OIS is a comprehensive statewide system of positive behavior supports and non-aversive physical interventions for people with challenging behaviors. OIS is organized and taught by my coworkers at OTAC. Part of the system includes over 300 paraprofessional OIS trainers across the state. My workshop gave them additonal ways to look at sharing content in their OIS training sessions. It was three hours long and great fun. I based the outline on a previous, day-long workshop I had done at the Direct Support Conference this summer.
As if often the case, the greatest challenge to using big paper is the walls. The Hilton had stylishly carpeted the walls of the conference room. Good for sound-proofing, bad for tape. Paper peeled off the walls and quietly drifted to the floor until we apprehended some tacks.
After a graphically recorded round of intros, I launched into a small section of OIS content about reinforcement and punishment in very operant behavioral terms. This gave the participants a chance to see the direct relevance and application of graphics on their work. I want very much for this training to give people tools they can walk away and use the very next day.

As quickly as I can, I like to get people up and drawing. Everyone grabbed a marker or two and I led them through a set of drawing practice exercises. Colorful chaos reigned.

Sometimes I hang the paper too high.

For the remainder of the session, small groups convened and developed one content piece in a visual format. I am always astounded at how quickly people embrace these concepts and how cool their ideas are. Each group chose a section of the curriculum that they found challenging to present either because it was very dry or confusing to learners. I wandered around the room, enjoying the spark of creativity and offering occassional ideas.

At the close of the session, each group presented their visual content to the larger group. In most cases this was just to explain it, though one group did role model how they would use their visuals.

POSITIONING
One group developed this brilliant storyboard to explain the various ways body postioning can be used to support people with behavior challenges. In some cases body placement, even without any contact, can be considered a restraint, making a clear understanding of how to do this- and not do this- essential for trainees. Drawing this on bigger paper would allow more space between the panels making it clearer to trainees. Dig the stoplights.

JOB DESCRIPTION
The second group looked at ways to help trainees understand their responsibilities and how to present themselves professionally. They illustrated the various attributes of a good staff person with playful images. They also devised a fun graphic activity to identify an unprepared worker. The troubled employee, here seen wearing her “The Boss” tee-shirt has on open-toed shoes, tuggable dangling earrings and a host of other risk factors that would impact her ability to safely carry out her job duties. Trainess would have to identify the risks and explain why they presented a danger.
Check out the Keith Haring figure and the Buddha representing self-control.

TEN SAFETY POINTS
To successfully become certified in OIS, trainees must demonstrate competency with a host of physical strategies for safely managing dangerous behaviors. There are ten key safety points they must remember as they demonstrate the practices. The third group devised a series of posters that could be used to explain the safety principles and then hang on the wall as a helpful reminder as people practiced the physical procedures in training. ‘No joints’ really means to avoid wrists, elbows, knees and other bendy parts when making physical contact with someone. It’s equally true though, that one should not do OIS stoned.

BEHAVIOR PLAN
The final group role modeled their graphic, an interactive way to teach about the structure and use of a behavior plan. This was the only part of the day where the carpeted walls were a problem. The Vanna White style lifting of papers caused all kinds of tack malfunctions. The presentation still came out cool though.

This graphic used space very effectively. The boxes correspond proportionately to the sections of the plan; section A is the proactive part of supports and should be the largest part of the plan. In section D, the reintegration plan for after an incident, the staff is supposed to give the person a lot space while they relax. In the proactive section, please note that the individual in question very much likes orange Gummi Worms.

I am very pleased with the workshop and the quality of work people were able to produce in such short order. Every time I do this session I get more and more convinced that graphics and visual strategies are simply the best, most effective, clearest ways to share information. I can’t imagine teaching without a marker or five in my hands. I hope some of the people I do this workshop with get that same feeling.

My sincere appreciation to everyone who attended, especially Pat, Shannon and Carol who specifically requested this workshop be part of the Forum. My thanks also to Dave, Christy, Erin, Jenny, Kris, Betsy, Warren and Gary of the OIS team, for inviting me to the Forum and for taking part in the session. And for the baby clothes!

It’s typically assumed that the primary value of taking notes is as a document for later reference. Good thought, but most notes are so vague and hard to follow that they muddle rather than clarify. The further you get away from the learning event, the more obscure the notes become. The real value of taking notes is how the very action of transposing the given information helps you work with the new ideas.

Graphic note-taking helps you realize both outcomes: engaging the material more fully and creating a useful reference for later. Using images, words, color and movement to capture the presentation accesses the parts of your brain where you keep pictures and visual structures. You build new connections between the latest information and what you’ve already tucked away in your head. And even a simple doodle will help to jog your mind later about the ideas shared in the moment.

The notes below are from Edward Tufte’s recent seminar on Visualizing Information. I filled ten sheets of copy paper with notes like this. I used a black Sharpie and a small set of watercolor pencils. Tufte is interesting, but this task defnintely helped to keep me involved and engaged with the information. Some of the visuals are just silly doodles that kept my pen and mind moving as he spoke. I sketched out basic versions of the graphs, tables and other visuals he referenced in his lecture. These images are available in his books (distributed as part of the seminar fee) but my notes help me see the big ideas all in one place. I only need to go to the book if I’m looking for the details of the actual grpahic.

As I prepared the notes for scanning and loading to papershine, I found myself adding detail. These additions were only possible because of the way I took the notes in the first place. My recollection of this lecture is stronger because of the visual notes. The notes also make me feel confident that I could lead someone else, even who didn’t attend, through the key points of Tufte’s presentation.

And now I recall just how long the line was to get into the rest room.

Image below links to a larger, more legible version.