Embedded Files
What:
Carousel Writing or Conversation Stations are cooperative learning strategies that involve movement, discussion, and reflection. Stakeholders can learn new information or review and reflect existing information. Each station helps to activate prior knowledge, process new information and gives participants an opportunity to share perspective.
How to do it:
Create numbered stations around the room.
At each station, have a question or a statement that you want the group to respond to or reflect upon.
State the objective of the activity, explain procedures and clarify expectations. For example:
Who is responsible for scribing?
What will be the pattern of the rotation?
How much time will be allotted per station?
What writing utensils will be used?
How will groups be formed?
Either individually, or in small groups, have people go to a station and respond to the prompt.
Use a timer to signal rotation time.
Rotate the individuals or groups so that they have an opportunity to respond to each question or prompt. Explain the rotation pattern prior to the activity.
Individuals or small groups should add their own response when rotating to different stations, as well as respond or reflect to other groups' responses.
After each individual or group has had a chance to respond at each station, process the responses as a large group. Look for key findings, themes, etc.
Share synthesized findings.
Examples:
Carousel writing can be used to activate prior knowledge before a unit.
Groups and individuals can respond to school climate issues and/or brainstorm activities for school improvement.
This tool can be used to respond to text or specific reading strategies, Interpret graphics and images, and solve word problems or equations.
It can be used to review data with guided questions.
Carousel writing can be used for editing peer writing samples.
Encourage oral language development, by having participants/students use language within a specific context and content area.
Things to Consider
Things to Consider
Color code stations for readability.
Name groups for clarity about who is at each station at each point.
Allow participants time to write a reflection on the activity once completed. This allows them to draw out their own conclusions and reflections.
Provide a handout of findings to participants that can facilitate further review.
This activity can be adapted virtually using breakout rooms in video conferencing, Jamboard, Google Docs, etc.
When using small groups, use intention in formation of those groups and supporting them (e.g. explicit instructions for inclusion, moving around the room to check in and coach) so that all participants are engaged and all voices have space to share.
Find an article that helps break this strategy down into steps HERE.
Take It to the Next Level
Leveling Up Towards the Leadership End of the Spectrum of Student Voice-Oriented Activity
Engage students in identifying the topic, question, and/or prompt.
Consider how students can provide leadership from facilitating the activity, making meaning of the data collected, and advising how the data is used.
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