Becky Renegar

Cooperative

Learning: Graffiti

Introduction

Graffiti is a cooperative learning strategy that allows students to brainstorm ideas in response to topics, prompts, or specific

questions. In this strategy, student groups record a response to each topic and then

categorize and generalize the responses to one topic. Each group then shares their generalizations with the whole group.

Summary of Steps

Step 1

•Prepare the Graffiti Questions and Group Number Composition•A

question, prompt, or topic should be written on a large sheet of paper for each group

Step 2

•Distribute Materials•Co

nsider providing text materials and a different colored marker to each group depending on objectives.

Step 3

•Groups Answer Questions•Gi

ve students a time to think (about 30 seconds) and record their answers (3-5 minutes)

Step 4

•Exchange Questions•Pa

pers or students may move

Step 5

•Return to the Original Question, Summarize, and Make Generalizations•Te

am members categorize responses on the back and make generalizations

Step 6

•Share Information•Gr

oups share information with the whole class. Consider randomly selecting students to share or giving a quiz at the end of the lesson.

Step 7

•Evaluate the Group Process•Te

acher leads a discussion on the robustness and accuracy of the generalizations discussed and the graffiti process is evaluated.

Examples

In language arts…students could analyze different story elements- characters, plot, conflict, climax, etc.

In social studies…students could brainstorm examples of different types of resources in a specific area.

In math…students could brainstorm a list of items that would be measured in grams, kilograms, inches, feet, yards, miles, etc.

In science…students could list characteristics and examples of mammals, birds, fish, reptiles, and amphibians.

Graffiti Method- Metric Units of MeasurementObjectives:

Demonstration

Students Will Understand

• The approximate size of units in the metric system.

Students Will Know

• Each of the common metric units for measuring weight, length, and capacity.

Students Will Be Able To

• Give examples of objects that would reasonably be measured with specific metric units.

• Compare units within an area of measurement

Assessment: Students will be given a list of metric units to sort into categories of measurement and size. They will give an example of an object that would be reasonably measured with each unit of measurement.

Procedures:

Groups brainstorm examples.

Allow 5 minutes for each poster and an additional 5 minutes for summarizing in the last round.

Distribute materials.

Posters a different colored marker to each group.

Introduce the graffiti model.Once you are in your groups,

look at the area of measurement

and units you will be giving examples of.

In your group, think about your knowledge of the prefixes in the metric

system. How can this help you with giving

examples?

On your poster, write at least two

examples for each unit of

measurement.

Posters will be exchanged in a

clockwise pattern and you will add two

additional examples to each unit of measurement.

When your poster returns, read all of the examples and see if you notice patterns or

inaccuracies. Summarize your findings and make

generalizations that will be shared with the class.

Prepare posters and groups.

Group 1: Weight• Grams, kilograms

Group 2: Length• Millimeters, centimeters, meters,

kilometers

Group 3: Capacity• Milliliters, liters, kiloliters

Assess student learning.

See the assessment described previously.

Discuss the process.

What did you like about this process? What would you do differently? What did you learn?

Share information.

One student answers question one above, a second answers question two. This process is repeated with different pairs of students for each unit of measurement on the poster.

Summarize and make generalizations about the original poster.

About how big is a …? What US Customary unit might you compare to each unit?

Exchange posters in a clockwise pattern.