#Science infographic rubric how to#

Need modeling and assessment for the commenting process Student survey (via Google docs) shows that many believe making infographics helps them learn at least as well or better than other means.Challenge each other on use of images, graphic elements, colors (and just about anything!).Look at and give/ask for personal feedback during work sessions.The other offers a step by step approach to visualizing and creating infographics. Teacher-collaborator provides two PowerPoint tutorials: one, Good to Better, shows improvements that could be made on infographics done by these students. At every assignment, the teacher re-vocalizes the intent/purpose. She attempts having students comment on each other’s work using the wiki discussion tab and encourages interaction during work sessions. To improve the quality and move past “posters,” more social learning is encouraged. To declutter and create more visually navigable infographics, she allows students to remove selected definitions to a separate page and/or simply use the terms within their infographics. Students complete several infographics as group and individual projects. A midyear survey allows students to evaluate the infographic approach. Many infographics more like posters with content randomly placed anywhere and no “connections” or relationshipsĪfter reevaluating the approach and talking with her visual colleague, the teacher shifts assignments and changes the rubric.Typically occurs as two separate learning events Students unfamiliar connecting vocabulary words with the actual content.Some not comfortable visualizing ways to remember a word (difficult for teacher as well).Some use great pictures to represent concepts.Have to think differently than they ever had before.Tough time realizing there was no one “right” way.

#Science infographic rubric how to#

Questions lead to discussions on how to organize the information, use images instead of words, etc.Many unsure despite available help pages on class wiki.Students are assigned to make individual three column visual vocabulary charts for all terms, then connect the words together with the content they have learned in class, research, and lab, using images to bring concepts together. She decides to collaborate virtually with another teacher in her PLN who can offer ideas on visual communication. An analytical person, this teacher knows that she is not a visual person. A summer workshop and a book by Mike Schmoker (see Resources) offers visual vocabulary organizer which she decides to extend by having students create infographics to SHOW vocabulary and connected concepts throughout the coming year. understanding of vocabulary and connections to and between science concepts. Teacher wants to improve science literacy, i.e.

What: A year long project using infographics as a visual and analytical route to learning (and science literacy) A teacher colleague at a distance, Candace Hackett Shively, sounding board for occasional visual communication ideas and alternatives.

Ninth grade Academic Biology classes with 1:1 laptops (each student has school issued laptop).