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Day 46: Student Voice: Infographics Rubric

As I stated in an earlier post, I am having students help write the rubric for their “Infographic about Me” project. Using this GoogleForm:

Infographic rubric GoogleForm

I collected this information in spreadsheet form:

infographic rubric spreadsheet

and compiled their responses into this rubric:

infographic rubric final

We will talk next week as a class to decide whether their rubric captures the components and descriptors they wanted.  Using GoogleForms has proved to be easier to get student voice into making decisions about how they are evaluated!

Day 41: Infographic about Me

I became interested them last year on Pinterest and I  had last year’s AP Statistics students present their final projects via an infographic using  After last year’s experience, I decided to do my NWMC session on Infographics.  As a result, I did a lot of research into what it takes to incorporate infographics into the classroom. gives good initial information and the I came upon Derek Bruff’s blogs regarding how he had his college Intro to Statistics class create infographics as their final project. And I believe my presentation was well received!

Tweet about Infographic session Tweet about Infographic session2

I am planning to incorporate Josh Wilkerson’s Community Service Learning Project in my AP Statistics class this year.  One of the things I hope to have students do for the non-profit organization is create an infographic.   In order for my students to be skilled in planning and creating informative, statistically based infographics they need to practice.  I thought a mini-project that covers the first AP Theme: Describing Data would be in order and an infographic would be a great vehicle for presenting their results.  They will be creating an infographic about themselves: How do you fit in the world of data? Your task is to design an infographic to tell a story about yourself through the use of relevant statistics. Your infographic should present a visual, data based representation of YOU.

So last week, I had students do this in a online discussion post:

Use a Google search to find examples of well-designed infographics.

  1. Pick one that especially resonates with you and that no one else has posted yet.  Save the image.
  2. Below, post least 2-3 reasons you feel your chosen infographic was effective. (make sure your chosen infographic is unique – that it, it has not already been submitted by someone else)
  3.  Attach it to your post using the file button.
  4. Finally, look at the other infographics posted.  Pick at least one that you like and post an additional, different reason you think it is effective.

I posted an example to get you started, although I would prefer that you look at and comment on your classmates submissions rather than mine

I handed out the project outline. And then, as Derek did, I gave them half of the rubric that covers the statistical requirements, but a blank rubric for the visual communication.  Students then looked at the posted infographics in groups, thinking about what makes them visually impactful.  Some of their ideas included visual appeal, use of words, use of design elements, organization, use of color.


Over the next two days, they will submit, via a Google form, their ideas for the components of visual communication as well as the descriptors for 4 = excellent, 3 = good, 2 = acceptable, 1 = poor for their component.  Then we’ll compile their suggestions and they will have created the second half of the rubric.  A great way to get student voice into the evaluation process in a math classroom, right?

Day 175: Infographics Revealed

Infographic Words with FriendsInfographic FishToday is my AP Statistics class presentations of their infographics.  For the first time doing this project, I was generally pleased.  My seniors were genuinely engaged the whole week before graduation on a topic that was interesting to them.  The end results were interesting and my statisticians-in-training were very proud of their end product.  And that’s always a plus in my book!


Upon reflection, there are some things I want to improve or adjust:

  1. I think this is a better project for first semester because of the data display and describing the displays statistically.  The inference component seemed forced and as such seemed to lessen its impact.
  2. I may need to find or make an infographic that does what I want as an exemplar so my kiddos know what they are supposed to be doing; even with the rubric, they seemed unclear.
  3. I need to scaffold better the idea of “telling a story” with data.  Although I had my students come up with a main question to answer with 3-5 supporting, related questions, they didn’t seem to know how to pull these together.  Many of the projects seemed to lack cohesiveness in telling the story about the data.
  4. Although I suggested that the graphs “need to stand alone to tell the story,” I need to make it clear that in fact at least a 1-2 sentence description/summary of how the data display answers the question should be added.
  5. I was saddened by one group though that seemed to have no real sense about the statistics they had learned during the year – although it wasn’t a big surprise as they had struggled all year, I naively thought with open book, open internet and access to their peers that they would be sure to get the stats and concluding statement correct.  Happy thoughts – all of my other students DID shine in their correct application of the statistics they learned – hooray!!

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!

20150603_112627 20150603_112851


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

  1. Collaborative Learning
    1. 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.
    2. 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!
    3. Students perform non-routine tasks such as interpreting, evaluating and creating: isn’t that what creating an quality infographic does?
  2. Independent Application
    1. 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).
    2. 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.
    3. 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.
    4. 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?

Day 172: Visualizing Data

This is the second day of the AP Stats Infographic project.  Below are the directions I gave at the beginning of the class with some links to help the students think about the data presentation as well as infographic organization.  Piktochart blog has some great supporting documents

Determine data that will answer your questions.  Then decide how you will display the data: dotplot, histogram, boxplot, etc.  Also determine the descriptive parameters of the population of interest.

I am so thrilled with how engaged my seniors are.  Although Piktochart App does not play will with the iPads, I was able to secure a computer cart.  Working like a charm!


Day 171: Infographics Project Starting

I am soooooo excited.  Today my AP Stats students start their end-of-year project.  I just love to see how everything comes together for them.  Every year I try a new medium in which they complete the project and as I posted earlier, this year students will present their results in an infographic.

I spent some time with a social studies colleague of mine who did infographics with her freshman.  She shared some best practices she gained when doing the project with her students.  One of the key shares was that she had her students use Piktochart as the free medium for actually creating the infographic.


It is easy to use, entering or importing data is easy, there are pre-made templates and once the infographic is complete, it can be made into a slideshow presentation so my students don’t need to create a powerpoint to present their findings.

piktochart presentation


As part of the set-up I had two basic guidelines:

Ask and Answer an Intellectually Interesting Question

For the first part of your application project, your pair will describe a particular problem that can be addressed through the primary statistical techniques we are studying this year—namely, confidence intervals and hypothesis testing, and linear regression.

  • Determine an intellectually Interesting Question and at least 5 supporting questions
  • Identify the population of interest, needed sample size, etc.
  • Design an unbiased survey/method to collect data that answers your question
  • Collect the data (you will hand in the raw data collected)
  • Analyze question using statistical inference

And then:

Creating the Infographic

You should use appropriate data visualizations and other visual elements (colors, shapes, lines, typography, whitespace, and so on) in ways that enhance your infographic’s potential for communicating your work on the project. Your infographic can be any size or shape, but it must be of sufficient resolution to display well on the course blog.  Your infographic should be designed so as to make sense to a fellow student in an AP Statistics course.  Thus, you may assume that your audience is familiar with the material we have covered together as a class this year.

  • Keep in mind that the central idea of the study should be prominent feature of the poster.
  • Infographic Title should be informative
  • Use statistical principles studied in this course: data displays, numerical analysis, inference and decisions (interpret p-value)
  • Reveal data at several levels of detail, from a broad overview (at a distance) to the fine structure (closer inspection reveals more intricate information).
  • Use supporting questions to guide how to display various aspects of your data to convince audience
  • Graphic’s legend should clearly match to the graph
  • Results of inference for main question as culminating evidence: connects statistical results to the context of the problem.
  • Harmonious and strategic use of color and design elements. No trivial or extraneous information, etc.

I am using  to collect information from the students about their partner choices, their main and supporting questions, hypotheses, data collection methods, etc.  More to come in the following days!

google forms

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