This recent strategy has been introduced into my teaching practice, and both myself and the students love it!

Students are a little sceptical at first when told they are going to write on the table, some even asked if I was setting them up to get in trouble, but once the initial scepticism wavers the strategy can begin. When conducting ‘graffiti tables’ students thoroughly enjoy the rebellious nature of this strategy, demonstrating a positive relationship between this strategy and student engagement.

For students to complete this strategy they will need a table with a laminate top (preferably light in colour – this gives a good contrast against the writing) and whiteboard pens (I strongly advise against red, as it is an absolute pain to wipe off – trust me on this!).

The strategy of ‘graffiti tables’ can be completed in a number of ways:

Example 1: Compare and contrast geographical features

In this example, Year 12 students are modelling and annotating differences between concordant and discordant coastlines.

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Example 2: Geographical features and processes

In this example, Year 10 students are modelling and explaining the physical processes taking place at different types of plate margins that lead to earthquakes and volcanic activity.

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Example 3: Mind mapping

Instruct students to create a mind map (layered spider diagram) to demonstrate their knowledge of a topic. This is a very engaging revision strategy.

Example 4: Writing frames OR arguments for a debate

Instead of creating a writing frame on paper, students can use the table to write their essay structure or key points for a debate.

Example 5: RAG revision

In this example, Year 11 students are categorising the AQA GCSE specification A Changing Urban Environments, Globalisation and Tourism key learning content and then annotating the specification with knowledge to fill in the blanks.

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