Sunday, June 11, 2017

Infographic Reflection


 Infographics can be extremely useful classroom tools and help differentiate assessments by appealing to multiple intelligences. Web 2.0 tools such as Canva, Google Photos and Drawings, and FotoFlexer enable students to create original infographics digitally. By creating timelines or statistical representations, students can analyze course material and demonstrate mastery.

One way to use infographics in the classroom is to have students create timelines through tools like Google Photos or Canva. I outlined several ways timelines may be used to connect pieces of literature to the real world in my Adobe Spark Unit 6 Timeline Infographics Post. Additionally, students may create timelines to outline events in the plot of a story. Having students create timelines is an effective way to assess both their comprehension of the story and their ability to locate the main idea of the story. Students can find applicable Creative-Commons licensed images that relate to each event and combine the plot events and images into a visually-appealing infographic. This activity would appeal to the visual-spatial learners and may be a more effective assessment than a traditional exam.

Another way infographics may be used in the classroom is to create statistical infographics through tools like Google Drawing or FotoFlexer.. Even though I teach English, statistics can be applied to my classroom. For example, in my Animal Farm Unit, I have students discuss which animal was ultimately to blame for the downfall of the farm. After the discussion, students could compile the opinions of their classmates into a statistical infographic and then write a reflection explaining whether they agree with the consensus. Additionally, students could create a statistical infographic indicating which novel was everyone’s favorite for the year. As an end-of-the-year reflection, I always have students complete a questionnaire explaining which novel they liked the best and least throughout the year. This activity could be taken one step further by having students create an infographic that displays the results. In addition to reaching the visual-spatial learners, each of these activities also appeal to mathematical-logical learners.

Since I teach high school students, creating the above infographics would be appropriate to their age and grade level. Although my students do not have daily access to Web 2.0 devices, these activities could easily be completed in 1-2 class periods by reserving the library or signing out a chromebook cart. Creating infographics is an engaging way for students of multiple intelligences to demonstrate learning.

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