Day 173: Facilitated Learning through the Infographics Project
Today I saw my students really begin to collect data in a variety of ways: from the internet, surveys, data collection. Their directions for today were:
Complete data displays
Complete data collection
Continue to work on inference analysis
Continue to work on designing Infographic
I am so thankful for the Piktochart blog support! Once again, I provided my kiddos resources but didn’t actually tell them how to do things. What is so great about this project so far is how empowered my students seem to be. The quality of their efforts won’t be visible until next week, but I am confident that they are taking the project seriously!
One of the nice things about this project is it falls right into our district’s 21st Century vision for Facilitated Learning: Collaborative and Independent Application. In particular, I see this project doing the following
- Collaborative Learning
- Students demonstrate analysis, evaluation and synthesis: Stating a main question and devising supporting questions, then using data collection and analysis to answer the questions, and finally using an infographic to synthesis their results into an understandable whole that answers their question.
- Students work collaboratively: YES…you can see it in the photos and hear it in the classroom. So much good discussion, analysis and revision goin’ on!
- Students perform non-routine tasks such as interpreting, evaluating and creating: isn’t that what creating an quality infographic does?
- Independent Application
- Self, peer and others evaluate the student’s work with public audiences and authentic assessments: although this isn’t met very well this year (due to the crunch of time to get the project organized for the first time), I hope to have the students help devise the identifiers of the components in the rubric as well as actually post their infographic and have their peers evaluate, perhaps using a google doc (see what was done by Joel Evans and Bob Lochel).
- Students take responsibility for their own learning: absolutely! I provided some links to support possible questions students might have, but they have done a wonderful job of taking initiative and answering their own questions about the technology, and finding the data.
- Students independently practice advanced skills: since part of the project is to create graphics and do inference analysis, my young statisticians have had to do a lot of graph making followed with exploratory data analysis, write survey questions that aren’t biased and conduct a variety of inference procedures until they decided which one they wanted to use on their infographic.
- Students perform extended blocks of authentic and multidisciplinary work: at least the authentic work over a long period of independent time is met. How might the multidisciplinary component be woven into this project? Should it? What benefits and possible pitfalls are there to having students chose the connection to another discipline?
All in all, I’m happy so far with this first attempt at the infographic idea. What fresh, new idea have you tried recently and what was your inspiration?