Dr Sumithra R
Affiliation: Vivekananda College of Law, Bengaluru, India
Email: [email protected]
Abstract: Despite persistent efforts, teachers struggle to teach children from poverty, particularly in the area of academic literacy. This study examines seven elementary school teachers’ observations, insights, and perceptions of a visual learning strategy called mindsketching, to build academic literacy of their students raised in poverty. Through naturalistic inquiry, data were obtained from face-to-face interviews and classroom observations. Three themes emerged from the study: first, teachers observed that an in-depth understanding of mindsketching was necessary for purposeful implementation—from introductory activities to a teaching tool used for various instructional practices. Second, mindsketching encouraged metacognition in their students. Thus, teachers’ communication with students, such as instructions, explanations, and affirmations, took on a metacognitive bent. Third, mindsketching provided the initial step towards engaging students in effective learning. In conclusion, mindsketching supported students in visually bridging images to words, thereby enhancing learning.
Keywordsꓽ Health; India; Constitution; Doctors; SC.