White Space

User:

1st grade students with basic reading skills

Justification:
The image was first created on a white background in order to get the white space needed. Second, I created the heading in gray which can also be used to create white space (pg 273). I spaced each of the 3 sections the same amount apart to be sure that one didn't dominate over the others and to make it as symmetrical as possible (pg 275). Each of the rock pictures have white space between them to show that they are separate and not together.

User Test:
When I showed this to other colleagues and asked if they found themselves looking at any one point (meaning their focus was trapped) one said that they would like boxes around each of the rock pictures to make it easier to not let their eyes wander. Before finishing the publication I made this change.

Lohr, L. L. (2008).  Creating graphics for learning and performance. (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Organization

User:

First grade students with multiple reading levels learning about rocks. 

Justification:

In the chapter on organization it discussed things being organized in a hierarchical order (pg 123). In hierarchical order it also describes chunking into pieces (pg 125). In keeping with the hierarchical order and chunking I also made sure to the top to bottom left to right approach as used in Western cultures (pg 121). In between each of the groups I chose to leave a little white space (even though it's orange) to break up each of the chunks. 

Within each of the 3 chunks I chose to add a small graphic to go along with the words for my students who still are having a hard time reading or blending their words. These are the 3 symbols we have used in class many times to signal the meaning of something I know, something I want to know, or something that I have learned. 

User Test:

As other colleagues looked at this graphic they said they liked the organization and that it was ready to be used. Some said they would change the small graphics of the check mark, question mark, and light bulb to fit their class if they could. Overall I think the students will see the difference once it is completed.  

Lohr, L. L. (2008).  Creating graphics for learning and performance. (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.