Silent Graffiti (Alternative to traditional class discussion)
Materials:
Large White Board (10’ X 4’)
6 Black dry erase marker (1 black and five other colors)
Tape
Procedure:
Tape off a section in front of the white board that will accommodate 6 students. Remove classroom furniture around taped off space so that all students can stand comfortably outside of the taped off area and still see the white board.
Write a provocative statement/question in the middle of the white board with the black marker. Ask students to respond to the prompt by writing with one of the other colored markers on the white board. Only students who are writing responses are to move into the taped off area. As students complete their writing they are directed to move out of the taped off area and pass the marker off to another student who takes their place. The instructor facilitates the “conversation” by responding to the students’ responses, creating a public dialogue. It is hoped that students will engage not only with the teacher, but also with other students.
There is no talking during this exercise. Anyone talking is asked to sit out for the activity.
Applications:
The typical middle school level classroom discussion sessions are dominated primarily by one voice, that of the instructor. Furthermore, the same very vocal students seem to always answer questions in class, leaving many students voices unheard. This activity allows, in fact it forces students to “speak” their mind in a novel and less intimidating way. Students are able to engage not only the teacher, as is typical in a general discussion, but also each other.
The written discourse format allows students who favor a non-verbal learning modality to participate in an activity at which they may experience greater success and greater satisfaction.
The Silent Graffiti may easily be applied during brainstorming sessions or to activate and uncover student prior knowledge and experience. It might prove useful in fleshing out and refining prospective problem statements during the problem identification phase of a social action curriculum project.
Assessment and Modifications/Accommodations:
This activity may be assessed entirely on participation. Each student may be required to respond a certain number of times. It may also be extended to require students to evidence an engagement in a dialogic communication with another student or with the instructor.
It is easily adapted for students with special needs or ELL’s. Students should be encouraged to communicate by any means available (i.e. in the native language, with pictures, etc.)
