Graffiti

This model is great for cooperative learning which has the

added bonus of getting students up and moving while
interacting with their classmates. A few variations of this
model include gallery strolls, silent graffities, etc. This
model is also a great diagnostic or formative assessment
where the key is individual accountability.

Steps of the Model

1. Prepare the Graffiti Questions and Group Number and

Composition. This is part of teacher preparation, if you
have a large class and only a few stations, you can
make more than one of each station to keep the group
small and interactive. Prompts for questions can range
anywhere from questions, case scenarios, photographs,
hypothetical scenarios, political cartoons, etc.
Whatever you choose, it needs to be open-ended;
otherwise groups will simply copy the responses of
those that came before.
2. Distribute Materials. Self-explanatory, you can assign
groups a specific color to write with to track which
comments came from which group, but this is optional.
3. Groups Answer Questions. Give students 3-5 minutes
 to discuss and respond to prompts, remember to give
them time cues so they can wrap up.
4. Exchange Questions. Students can agree or disagree or
add on to previous students comments. Note, to help
everyone participate you can tell the groups that they
need to rotate scribes per rotation. Continue the
process until group's return to their original poster. For
formative assessment, the teacher wanders around
listening in for misconceptions or to ask provocative
questions to keep students engaged. Conversely,
depending on your purpose for the activity, you may
want to stay completely out of it (if you were using this
as a pre-assessment for example).
5. Return to the Original Question, Summarize, and Make
Generalizations. Now you can have students turn the
sheet over to make their summaries and generalizations
on the back.
6. Share Information. Each group shares their
generalizations with the rest of the class, you might
want them to write it on the board, this is also where
the teacher can fill in any holes.
7. Evaluate the Group Process. You know you love it
MeTaCoGnItIoN!!! This step encompasses both content
and metacognitive evaluation, in other words, this is
the what and how. Students need to be held
 individually accountable for the information (what), but
also need to understand it themselves why this process
did or did not help them learn the material (how).
Remember that all students must be accountable for all
information, not just the information on their original
poster.
In mathematics, if you were to try to do a flip classroom
where you have students go home and study a text for the
next class period this would be awesome. You could then
have the model go over some questions about the text, or
have questions that apply concepts from the text. However,
you would probably have to switch it up a little if you do
problems, and find a way to cover what previous students
said so you could get a wider range of answers instead of
the same solution repeatedly.