Graphic Design in the Classroom

Incorporating graphic design into the classroom can be valuable for many reasons. Graphic designs can help with differentiation. By presenting information in different ways, teachers are able to reach learners with all types of learning strengths. Graphics in the classroom also support universal design. Using visuals in the classroom plans to meet the needs of everyone, regardless of their literacy levels or background knowledge of a concept. Graphics in the classroom not only support visual learners, but they can also enhance engagement. According to the Vengage article “8 examples of incorporating infographics in middle school classrooms”, by Jonna Mae Mango, the author states, “complex data and difficult lessons can now be compressed in an engaging way.” Mango explains that not only do graphics allow learners to be engaged with content, but they also allow these learners to engage with concepts that are complex and otherwise difficult to understand. Research shows us that students remember more of what they see and hear than when students only hear material. Graphic design also has the ability to inspire learners and get them excited about a topic that may have been otherwise uninteresting.

In order to better support learners in our classrooms teachers can help students learn how to communicate visually. We should be teaching them not only how to read graphics and visuals, but also how to create them and share what they know in a 21st century way. Teachers naturally use graphic organizers to support the writing process, but why don’t we use graphics and graphic organizers more readily in the classroom to support understanding of content? We know these organizers work to teach students organization in their writing, so it would be seem logical that we could support learners in our classroom through the use of more graphics. Teachers can also actively consider the tools and rules of design as outlined in Heather Dowd’s presentation “Tell me in a Graphic.” The use of color, font, shape, contrast, alignment, repetition, and proximity should be considered in the development of resources. Students with visual impairments would greatly benefit from teachers using the appropriate colors, fonts, and contrasts to meet those students’ needs. Considering students absorb so much of what they see, using icons in the classroom can help provide visual reminders and prompts to content and expectations in the classroom.

In my Literacy Workshop class we are about to begin doing some reading and activities with 7 Habits of Highly Effective Teens. I was planning on going over the habits with them as an introduction, but not necessarily reading the introduction out of the book (we only have digital copies available). The concept of the habits is that the first three are about developing good habits within yourself, then good habits with others, and then being able to renew yourself. The author, Sean Covey, illustrates this in the book through the use of a tree. He says you have to accomplish good habits within yourself before you can with others. He presents this as personal habits being the root system of the tree and collaborative habits as the trunk and branches. Upon considering the use of graphics in the classroom with this week’s assignments, I actually think I do want to spend time going over the tree visual with my students. I think this will give them a good visual on why you have to improve yourself before you can improve your relationships with others. I would also like to have them create a graphic of their own in which they demonstrate this same principle to solidify their understand.