Speak Out OCTOBER 2021 DIGITAL EDITION

STUDENT SPOTLIGHT

neck, or a particular linguistic process etc., I transfer the spoken word into drawings, and then repeatedly amend them until I have a greater understanding. This means searching through various textbooks for images and looking at the different angles and recreating them as one drawing in a way that I can understand. One of my main challenges is reading, as I find that this takes so much time. I realise that it is something that needs to be done, but the use of images, drawing, and watching YouTube videos really helps to augment what I am learning from the text. I find that these solutions that I have developed over time and using my own style of visual learning always helps to create a long-term comprehension that we require from our time at University.” Roger supported Tracy’s ‘learning by drawing’ method and assisted by making slight corrections or suggestions. Tracy currently has many images to aid her learning and now and she has a catalogued library of drawings that she can refer to at any point, either to boost memory recall, correct as the learning process continues, or show a client to assist understanding of their disorder. Tracy strongly recommends drawing as a valuable visual learning tool, saying that being able to draw doesn’t matter, as she just started to draw whatever she was thinking, which is far easier to visualise in assessments such as exams. The staff on the James Cook University Bachelor of Speech Pathology (Honours) course wish Tracy all the very best with her Sparkly Speech(i.e.) Student creative images and will endeavour to assist any student with visual learning. Joewono, M., Karmaya, I. N. M., Wirata, G., Widianti, I. G. A., & Wardana, I. N. G. (2018). Drawing method can improve musculoskeletal anatomy comprehension in medical faculty student. Anatomy & Cell Biology , 51(1), 14-18. Quillin, K., & Thomas, S. (2015). Drawing-to-learn: a Figure legend Figure 1. Visual Learning ©The Sparkly Speech(ie) Student Figure 2. The human tongue ©The Sparkly Speech(ie) Student Figure 3. Upper gastrointestinal tract and airway ©The Sparkly Speech(ie) Student Figure 4. The human larynx ©The Sparkly Speech(ie) Student Figure 5. The human skull ©The Sparkly Speech(ie) Student framework for using drawings to promote model- based reasoning in biology. CBE—Life Sciences Education , 14(1), es2.

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Tracy van Reyk (pictured left) Bachelor of Speech Pathology (Honours) Student Roger Newman MSc BSc (Hons) CPSP is Lecturer in Speech Pathology and Clinical Education Coordinator, Bachelor of Speech Pathology (Honours) James Cook University, QLD

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Speak Out | October 2021