Elements and Principles of Graphic Design

Module 5 - Graphic Design and Typography

Why might incorporating graphic design into the classroom be valuable?
Graphic design and the use of infographics can communicate information in a direct and powerful way. I was introduced to graphic design and infographics at the ISTE conference last summer (2018). I gathered some great resources from the sessions I attended and have tried to find ways to incorporate infographics in my lessons but haven’t used them with my student’s designing their own. I’m most comfortable with Canva, Google Drawing, and Adobe Spark.

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Thinking about how students absorb information, how might teachers better support the learners in their classrooms? 
My high school students are very tech savvy and seem to respond well to infographics. They can absorb small bits of information quickly, but seem to be overwhelmed many times with longer news articles. Using graphic design to teach, communicate and present information is stimulating for students. I am a strong supporter of giving students the choice to complete larger assignments or projects in their own way. They have the option to communicate information using what some educators might call a choice menu. In this way, students are allowed time and space to master their learning. graphic design and infographics could be one way for students to demonstrate their learning and expand their digital skills at the same time.

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Envision an activity, unit or event that is approaching. How might you incorporate some of the design principles?
I’m getting ready to start a climate science unit - a very hot topic these days in the science and political realms. I have my high school students research both sides of the global warming debate. They set up their own Padlets to organize their research, data, facts and figures, graphics, videos, and resources. They eventually “choose a side” and support their viewpoints with evidence that is backed by valid and reliable resources. This question is giving me that fluttery, tingly feeling when I want to try something new. An infographic from each student or group of students could be a powerful demonstration of scientific research not only for my students in class BUT for the entire school if we made them into actual hang-on-the-wall posters. I might be silently squealing with delight!

679 Artifact Reflection #2

In Module 4, I had the pleasure of creating three progressive science assignments and designing my own badges. I enjoyed learning more about badges and the incentive they seem to have when students earn them. Many things are tied to badges these days--when you reach a certain exercise level you earn a badge; when you reach a new level on a mindfulness app you earn a badge, etc. Badges have a lot of power to engage learners and keep them coming back for more.

Created by B. Schwartz, image source

I came across a badge maker website when scrolling through my Twitter PLN and used it to make my three badges. Pixaby is my go-to image site to grab “free” stock photos. I’ve also used Google Draw and Canva for other infographic and design projects in the past and both of these platforms could be used for creating badges too.

Assignment #1 Goal & Badge Earned: Identify & convert standard units commonly used in science.

Assignment #2 Goal & Badge Earned: Use evidence to support & explain different sphere interactions that exist on Earth.

Assignment #3 Goal & Badge Earned: Classify minerals based on their physical & chemical properties.

You can find the assignment specifics here. In discussing with several of my colleagues, we struggle with the administration and maintenance of a badge program. How can we virtually share the badges with students? How can students proudly display their badges virtually? I feel a bigger discussion needs to occur with our building's technology specialist in order to see this project really take off. I'm excited about the possibilities and appreciated the opportunity to use my creativity to drive student learning through these badge assignments.