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Graffiti Conversations

Page history last edited by Angela Cunningham 16 years ago
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.
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).
From The Collaborative for Teaching and Learning


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