During the month of March, my period 6-3 (6th grade Writing Connections) selected drones as a topic they wanted to explore. Over roughly 10 days, we read roughly 6-7 articles on the uses of drones; as we explored each article, we tracked the benefits and drawbacks to using drones as part of our front loading work for writing an argumentative essay.
I wanted students to have a way to talk about the pros and cons and see each other’s thinking, so I set up what I called “Conversation Hotspots” gallery walk after we had finished reading all of our articles and compiling a master list of pros/cons for drones. I used pastel colored lined chart paper to set up 8 “hotspots” around topics from articles like drones and firefighting, drones and privacy issues, drones and farming, and drones and airplane safety. Next, I assigned pairs and gave each pair a starting conversation hotspot. Each group had 2 minutes to share a pro or con on that topic. We then rotated to the next station where the next group had to either add a new pro/con statement OR clarify a statement that a previous group may not have written in specific terms. While two minutes is a short time, it seemed to be just right for the students to review what others had written and to add something new.
After rotating to all the stations, each group eventually landed at their original station. Each group then shared out the collaboratively built list of drones pros/cons with the rest of the class; this large group review/share also gave us an opportunity to add any ideas that may have been missed in our first pass during the gallery walk, and students could also update their individual pro/con lists.
The overall response to the activity was positive from the students. The activity seemed to particularly resonate with one of my 6th grade students. About six weeks ago, I got a new student who was very scared and anxious. He has had a chaotic young life and outside of band, very little academic success. He has also had a difficult time socially because he looks like a high schooler even though he is in 6th grade. He let me know right away he hated writing. Since arriving, I have watched his confidence grow and been proud of my students who have made him feel welcome. Flash forward to the end of our class today after we finished our Conversation Hotspots Gallery Walk. He came up to me and said, “Ms. Hamilton, are we doing this again tomorrow because this sure is FUN!!!!” I nearly cried hearing the joy in his voice and seeing his smile. That is something our state Milestones test can NEVER measure.
I love gallery walks because they get students sharing knowledge, talking with each other, fact-checking information, and an opportunity to physically move about the room (an aspect that is important for wiggly middle schoolers!). How are you using gallery walks in your classroom to create “hotspots for conversation”?