678 Artifact Reflection #2

In Module 4, I reflected on the feedback that several of my classmates gave on my PBL unit ideas and ended up pursuing my third topic listed. My essential question for is “Why is all the ice on Earth melting?” I started to get some ideas about this topic in the last USF course (677) I was enrolled and the idea seemed plausible to pursue with my high school Earth science students. You can find my climate science PBL unit outline HERE.

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This is a science topic that requires considerable research and students can arrive at multiple “correct” answers to satisfy the essential question. Most of the technology listed in the unit outline I have used before with my students, with the exception of the infographic platforms. Because I want my students to create quality infographic posters as one of their end products, I expect that I will need to provide some instruction in order for them to use Canva, Piktochart, and/or Adobe Spark. I'm excited to see what my students create!

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I think that sharing information outside of the classroom is a powerful means to communicate with other people. Student-generated infographics about climate science not only show other teachers what’s going on in other departments but it validates the importance of this topic to other students who are not enrolled in the class. This type of project-based learning promotes student voice and choice; something they would readily admit they don’t have the opportunity to engage in very often in any of their classes. This should be a great opportunity for my students to show what they know in supporting the essential question “Why is all the ice on Earth melting?"

Once I try this PBL unit for the first time next school year, I'll be able to reflect on the pros, cons, and outcomes of the unit, collect student feedback, keep some of the infographics for future school years to show students, and use my experience to educate others in my building. I worked tirelessly on this unit and hope to find success with it next school year.

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!