Graffiti Conversations

Graffiti Conversations

Posted on June 14, 2011. Filed under: Graffiti Conversations |


Similar to café conversations, graffiti conversations are in response to a content-specific prompt (quote, question, image, etc.) and require students to collect their thoughts on paper in words, images, or a combination of the two in order to make their thinking visible. Students work individually to respond, but once thoughts are recorded can verbally share their reflections or rotate among and read the responses of their peers. Graffiti can be recorded on bulletin boards, white boards, paper “tablecloths”, or sidewalks (using sidewalk chalk).
Graffiti Conversations can be used to access prior knowledge or to connect students back to an important topic or key idea at the beginning of a lesson; as a strategy to check for understanding of new learning; or as a reflective or connecting piece at the conclusion of a lesson.
This strategy serves as an effective formative assessment, providing evidence of student understanding (or lack thereof) and allows students to engage in content dialogue around specified topics and purposes.    From The Collaborative for Teaching and Learning
I was able to give this a try with my graduate literacy students this summer. Several students used the white board, several used Wordle and others used markers and paper. I asked them to sum up what they would be taking away from my content literacy course. The results were amazing and led to some great conversations about content literacy. For me it was a great way to review what we had learned over the 5 week period.
It is great for visual learners, and for those who are artistic and creative. Often we do not tap into these talents, but when we do we learn a great deal about our students.
If you are looking for a great literacy or content area strategy I would give graffiti conversations a try!

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