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Final Justification Paper

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EDTech506 justification paper on graphics
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    Audience The students who will be participating in this unit are mainly freshmen. They get two years to work on one math curriculum. This unit is within an integrated program that looks at several mathematical strands within the common core standards. The unit is teaching statistics and how they are applied in real-world scenarios. Graphic Justification   I created 10 different graphics for my website. Four of my graphics come from the weekly assignments given throughout this course. Here is my reasons for why each graphic will work in helping the students understand and learn this statistical unit. I have put the graphics in order as they appear on the web page and wrote the name of the link in parenthesis if the title of the graphic is different from the title of the link on my website. A. Banner The banner is full of colors and numbers in the background. The font that is used is easy and meant for computer instruction and presentations (Lohr, 2008. p. 221). The colors bring interest into the lesson so it does not seem so stale (Lohr, 2008, p. 266). B. Table of Contents (Home) This unit is broken up into two different lessons. Within each lesson are investigations. The investigations are created to take one or two class periods to work on. My students may take 3 or 4, depending on the depth of the investigation and comprehension of my students. The first lesson has 2 investigations while the second lesson has five. I chunked my text according to lessons (Lohr, 2008, p.132). The bulleted data states the investigation names while the blue data underneath the names are the concepts that are taught within the investigation. I included a picture of pennies since stacking pennies is the first activity the students participate in in order to create data to be graphed. The pennies direct your eyes to the text within the graph and not away from it (Lohr, 2008, p.149). I also tried to stay with the same coloring scheme that matches the banner that will be used throughout this unit. My graphic will be set within other text on the page explaining more about the unit and explaining the introduction using pennies. Piatt- 1    C. Dot Plots of Girl/Boy Shoe Size This graphic was made outside of the weekly assignments. The students needed a visual of what a dot plot actually looks like. I also wanted to show them dot plots that have different shapes as we get into the shapes of graphs. I used depth on the dots to bring them some personality so the graphs do not look as flat (Lohr, 2008, p. 272). I also included a lot of white space to keep the graphs from being too cluttered and easy to read (Lohr, 2008, p. 275). D. Skewed (Center Measurement) The skewed graphic shows the three main shapes of graphs that are studied throughout this unit. I titled each graph with large letters using san serif font to make it easy to read (Lohr, 2008, p. 221). I also wanted to add color to the graphs so it is visually pleasant to look at and brings attention to the graph. I chose colors that are secondary colors, and the same distance apart on the color wheel (Morton, 2014). E. Balancing Blocks (Center Measurement) This is another graphic that was designed outside of weekly assignments. One of the activities that is done for this investigation is having students build a histogram out of  blocks and see if they can balance the blocks on a ruler. I wanted to give an example of  this in a visual graphic. Each block is a different color to complement the banner that is used. I wanted to use a real finger that points out so it is easy to tell what the person is doing with the blocks. There is good contrast used from the hand and the blocks, from a real hand versus made up blocks. I also wanted to draw attention to the blocks, the figure, while the hand is the ground(Lohr, 2008, p. 102). F. Percentile This graphic I created would be used as a review tactic for students when studying percentages and percentiles. Using graphics to help review concepts increases retention by 38% (Parkinson, 2012). I used a simple design, which is important (Lohr, 2008, p. 248). The simplicity of the design helps with the effectiveness and the aesthetic perspectives. This is a symbol that is used often and easily recognizable. Using the line of the percentage sign to be the dividing factor, separating the meanings of the two words also is helpful for students to add to the design on their own with notes they take for the course. Using the line as a separator was found on p. 250 (Lohr, 2008). G. Box-Plots for Student Grades Piatt- 2    It was important to include color for this instructional graphic because it would be boring without color. The color helps to keep the attention (Lohr, 2008, p.266). I used cool, dark, analogous colors that go well together and keep the order of which graph goes with which set of data. The graphs are the most important part of the graphic, the figure, that is why it is bolder and I included gradient coloring. The data and grid are not as strongly seen because it is part of the ground. It is a good reference, but not meant to be the center of  importance (Lohr, 2008, p. 108). H. Graph Review (Outliers) This graphic will be helpful as it gives a visual example, a definition, and the characteristics for each kind of graph studied within the unit. Each kind of graph is grouped together on a horizontal line, using the same color of font. I have aligned each kind of information in a column to make for easy reading (Lohr, 2008, p.201). I’ve also used a bolder font for the name of the graph to show some contrast from the name and the definition (Lohr, 2008, p. 200). I wanted more than just a white background but wanted it to be mild. I decided on graph paper since it sticks with the theme of graphing, yet does not pull away from the graphics and text. I. Standard Deviation This graphic was made to help students through the steps of finding the standard deviation manually. I used a blue back shadow around the boxes that were important to notice, the figures (Lohr, 2008, p. 108). I also used different monochromatic colors of blue to show hierarchy in the process of finding the standard deviation (Lorh, 2008 p.151). I also used a lot of whitespace to separate the different boxes and to keep it clean and easy to read(Lohr, 2008, p. 274). J. Moved Graphs (Transformation) This simple graph is showing two histograms where shape does not change at all, however, it has moved on the x-axis. I wanted to use color to show the difference of the two graphs, how it moved (Lohr, 2008, p. 266). I used white space to keep it simple, clean and easy to read. I also used the same font as I have throughout my graphs for unity (Lohr, 2008. p. 226). K. Stretched Graphs (Transformation) Piatt- 3    This graphic is very similar and was created for the same reasons as the moved graphs,  just different math done to the data set. I used primary colors, and the same red and blue from the previous graphic to create gestalt within the instructional page, even though their  are two different graphics (Lohr, 2008. p. 158). I kept everything about the graphs the same except what happens when adding/multiplying a constant to the data set. I’ve used the same font and colors and axises in both graphics. When picking a new color for the middle graph, I chose a dark yellow to stay with the primary color theme (Morton, 2014). Design Process I really like the contrast of dark and light colors. I wanted the background of my website to be black with all my writing to be within a white background. This contrast draws the eyes into the narrow box and makes the width of the screen smaller. Not having to read the entire width of the screen is much easier to follow. When looking for a banner I really liked all the different colors and numbers. It was busy and colorful. With a loud background I made the words within the banner simple, easy to read and glowing so it pops out of the business of the colors and design. For each page I created within the unit, I kept the same banner and links, along with the same links at the bottom of the page. It is important to keep each page looking the same so the reader knows they are in the same website. Even in designing each graphic, I tried to keep the colors from the banner, or at least colors that complemented the banner so each page had unity.  All of my webpages and graphics were created in Dreamweaver and Fireworks. I used the same CSS document for all of my pages which also helped in keeping the unity for my webpages. Throughout the course, each week’s reading would guide me in what I would produce as a graphic. I did not go in order of my math unit, but looked throughout the unit to decide what would be the best graphic for the topic of the week. As I’ve been creating the final project and filling in the holes by creating the pages that surround my graphics, I’ve created some more simple graphics that help in the learning process and give visuals to my students. Piatt- 4
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