Infographic Storytelling in the Classroom: Kevin Rohn

Infographic Storytelling in the Classroom: Kevin Rohn

Learn how Kevin Rohn, National Geographic Certified Educator, integrates infographics and storytelling into his science classroom.


5 - 12+


Biology, Professional Learning, Storytelling

Developed in partnership with
Adobe 6

Kevin Rohn is a National Geographic Certified Educator, specializing in curriculum design and instruction; and a middle school science teacher at Beaver Country Day School, outside of Boston, Massachusetts, United States. With a background in environmental science, Kevin began his journey in education as a Teaching Fellow at the Bronx Zoo before entering the classroom as a middle school science teacher at The East Harlem School at Exodus House.

Kevin brings a student-driven, project based approach to his classroom. With an emphasis on inquiry, Kevin’s approach allows students to ask their own questions, investigate through research, come to conclusions together, and communicate their findings in their own voice.

Not only does Kevin want students to understand a topic, he wants them to be able to clearly present and communicate the results of their investigation to harness the potential to drive meaningful changes. In an iterative process, Kevin has developed or refined a number of data-driven, science-based storytelling projects, covering topics such as global biomes, location based climate change adaptation, and single-use plastics.

This video was developed in partnership with Adobe, as part of a series of courses called Storytelling for Impact.

Transcript (English)

- Storytelling helps us to construct our understanding of our world. In science in particular, I see stories as really helping to humanize some things that maybe could otherwise just be like kind of cold, hard data. My name is Kevin Rohn. I teach middle school science at Beaver Country Day School, and I'm a Nat Geo Certified Educator. I teach a fully project-based curriculum, and so storytelling really lends itself to project-based learning. This slide to get you thinking about what's important for your investigation. It's something that they get to take full agency over, and tell the story as they see it, and incorporate that into their understanding. I took the online National Geographic course for educators on exploring plastic pollution in your community, and it instantly inspired me thinking, I want my students to have this experience too. We're trying to get three different consequences that could be options for your project. For the single use plastic PSA or public service announcement infographic project, students are doing some research to first identify plastic pollution as an issue facing the world, but then we get to center it on our community, and we're looking for plastic use in our community, so that helps to make this really relevant for students. And through some of that data collection and observation, students choose one particular single use plastic item of concern for them, and then survey some people. We do some interviews gathering some social science data to inform what solution they propose, what their call to action is. Students get to then create a one page infographic basically to layout here's the problem, here's the issue, and here's the recommendation or the call to action of what you should do instead. Students are pulling in so many different visual elements to try to support the argument that they're making that we should make some change or use some alternative items. I find that project-based learning in general, and storytelling in particular, is really empowering for student voices. Knowing that action that they are advocating for, the call to action, is something that they, as a middle schooler, can do, can actually implement. That's really empowering for students, to see that they can make a difference through their own actions. And it's not me telling them what to think or what they're exploring. It's student-centered, student-driven learning, so students are crafting their own understanding, following their own curiosities, and that's so much more powerful.

Transcripción (Español)

- La narración nos ayuda a construir el entendimiento de nuestro mundo. En la ciencia en particular, veo las historias como algo que ayuda realmente a humanizar algunas cosas que podrían de otra manera ser solo datos fríos y duros. IMÁGENES DE PRÁCTICA NARRACIÓN INFOGRÁFICA EN EL AULA Me llamo Kevin Rohn. Enseño ciencias en la escuela secundaria Beaver Country Day School, y soy un Educador Certificado de Nat Geo. Enseño un currículo basado completamente en proyectos, por lo tanto, la narración se presta realmente para el aprendizaje basado en proyectos. Esta diapositiva para que pienses en lo que es importante para tu investigación. Es algo sobre lo que pueden tomar plena voluntad, y contar la historia como ellos la ven, e incorporarla en su entendimiento. Tomé el curso en línea para educadores de National Geographic sobre la exploración de la contaminación por plásticos en tu comunidad, y me inspiró instantáneamente a pensar: Quiero que mis estudiantes tengan esta experiencia, también. Tratamos de obtener tres diferentes consecuencias que podrían ser opciones para tu proyecto. Para el anuncio de servicio público sobre el uso único de plástico o proyecto de infografía de anuncio de servicio público, los estudiantes hacen una investigación para identificar primero la contaminación por plástico como un problema que enfrenta el mundo, pero luego logramos centrarlo en nuestra comunidad, y buscamos el uso de plástico en nuestra comunidad. Eso ayuda a que sea muy relevante para los estudiantes. Y mediante algo de esa recolección de datos y observación, los estudiantes eligen un artículo de plástico de un solo uso en particular que les preocupa, y luego encuestan a algunas personas. Hacemos algunas entrevistas, recopilamos datos de ciencias sociales para informar qué solución proponen, cuál es su llamado a la acción. Los estudiantes luego crean una infografía de una página básicamente para exponer: Este el problema, este el asunto, y esta es la recomendación o el llamado a la acción de lo que deberías hacer en su lugar. Reducción del uso de botellas plásticas Los estudiantes recogen tantos elementos visuales diferentes para tratar de respaldar el argumento que hacen de que deberíamos hacer algún cambio o usar algunos artículos alternativos. Descubro que el aprendizaje basado en proyectos en general, y la narración en particular, es muy empoderante para las voces de los estudiantes. Saber que la acción por la que abogan, el llamado a la acción, es algo que ellos, como estudiantes de secundaria, pueden hacer, pueden implementar realmente. Es muy empoderante para los estudiantes, ver que pueden marcar la diferencia mediante sus propias acciones. Y no soy yo quien les dice qué pensar o qué exploran. Es un aprendizaje centrado y dirigido por el estudiante, así que los estudiantes construyen su propio entendimiento, siguiendo sus propias curiosidades, y es mucho más poderoso.

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Last Updated

May 17, 2024

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