Chalk-n-Talk
I know I already have a very active classroom in which students are up, moving purposefully around the room, and reflecting on their tasks. I purposefully utilize many strategies from my Culturally and Linguistically Responsive Teaching and Learning Cohort to target not only the different rings of culture that exist within my classroom, but also because I just love having kids move around, reflect with their peers, and make the learning visible for my students, visitors to my classroom, and me. One new strategy I've implemented is called Chalk-n-Talk.
Chalk-n-Talk is, at its core, a very simple exercise in getting students moving around the room and answering questions. One added important experience that separates Chalk-n-Talk from any other movement activity is that it incorporates student choice and practice looking for patterns and summarizing others' work.
To set up Chalk-n-Talk is simple. Decide on which open-ended questions you want, write them down on larger-sized poster board or Post-It paper, and give each kid a marker. Let them roam around the room - in no pre-planned order - and answer each question, briefly, by writing their response on the paper. Encourage them to write down what they actually believe, don't just copy someone else's work. On the other hand, encourage them that if they truly have the same response as someone else, that's okay. Write it down. Chalk-n-Talk is a time to celebrate ideas and multiple perspectives, so make that known.
After some time to reflect on each question, ask students to stand by whichever question they liked the most. Once they've grouped off, ask them to read every response, talk with their group members about them, and try to look for patterns in everyone's answers.
Next, I gave each group a large post-it note and asked them to write a one sentence answer to the question, but the summary needs to be reflective of the majority of the responses on the paper. Once they're finished, they stick it to the center of the paper and turn to face the teacher, who should be standing in the middle of the room. Once all bodies are facing the teacher, and all students are silent, ask each group to read their question and their summary. Rapidly move around the circle to conclude Chalk-n-Talk.
I did this in the middle of my unit on Tennessee Williams' The Glass Menagerie and left them posted around the room so students could check in and use their own work as reminders or review of the plot, symbolism, etc.
Chalk-n-Talk turned out to be a welcome addition to my classroom and I will be using it in the future.
Chalk-n-Talk is, at its core, a very simple exercise in getting students moving around the room and answering questions. One added important experience that separates Chalk-n-Talk from any other movement activity is that it incorporates student choice and practice looking for patterns and summarizing others' work.
To set up Chalk-n-Talk is simple. Decide on which open-ended questions you want, write them down on larger-sized poster board or Post-It paper, and give each kid a marker. Let them roam around the room - in no pre-planned order - and answer each question, briefly, by writing their response on the paper. Encourage them to write down what they actually believe, don't just copy someone else's work. On the other hand, encourage them that if they truly have the same response as someone else, that's okay. Write it down. Chalk-n-Talk is a time to celebrate ideas and multiple perspectives, so make that known.
After some time to reflect on each question, ask students to stand by whichever question they liked the most. Once they've grouped off, ask them to read every response, talk with their group members about them, and try to look for patterns in everyone's answers.
Next, I gave each group a large post-it note and asked them to write a one sentence answer to the question, but the summary needs to be reflective of the majority of the responses on the paper. Once they're finished, they stick it to the center of the paper and turn to face the teacher, who should be standing in the middle of the room. Once all bodies are facing the teacher, and all students are silent, ask each group to read their question and their summary. Rapidly move around the circle to conclude Chalk-n-Talk.
I did this in the middle of my unit on Tennessee Williams' The Glass Menagerie and left them posted around the room so students could check in and use their own work as reminders or review of the plot, symbolism, etc.
Chalk-n-Talk turned out to be a welcome addition to my classroom and I will be using it in the future.
I like this idea, Nick! I need to find more ways to get my students up and moving around in my classes. I like that you let them roam around wherever they want and write whatever they want, even if it's the same as somebody else's. I'm sure they love the freedom to move and to have choices.
ReplyDeleteDo you use the same open ended questions as essential questions that guide your planning and their learning? I believe you post essential questions on your side board correct? How do you tie them into daily instruction or a final assessment?
ReplyDeletePS. the presenter used this strategy very well in my last spring conference session.
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