2. PROCESS
• The instructor explains VERY BRIEFLY that Chalk Talk is a
activity. No one may talk at all and anyone may add to
the Chalk Talk as they please.
• The instructor writes a relevant question in a circle on the
board or chart paper.
Sample Questions
• What did you learn today?
• What is your favorite book or author?
• How can we keep the noise level to a minimum in this room?
3. • Each student has a piece of chalk or a marker for Chalk Talk.
• Students can comment on the initial question—and subsequent
comments—by drawing a connecting line to the question or
comment.
• Participants write as they feel moved.
• They can read and respond to the comments of others.
• It is natural to have moments where not much seems to be
taking place, so allow plenty of wait time before deciding the
activity is over.
4. • The instructor can take the observer role and let it evolve or
encourage thinking by:
• circling other interesting ideas and inviting comments
• writing questions about a participant’s comment
• adding his/her own thoughts or ideas
• connecting two interesting ideas/comments together with
a line and adding a question mark
• Being an active participant encourages students to follow the
example and expound on the subject.
• When it’s done, it’s done.
6. ASSESSING PRIOR KNOWLEDGE
• Begin by writing in the center of the chart paper, “What
do we know about (whatever topic you choose)?” and let
students write all they know on the page.
• Leave the chart up for the entire unit as a resource.
• As the class progresses through the unit, ask students to
correct any misconceptions they may have had in the
beginning.
7. • Assess your students’ learning by comparing what
students say they’ve learned with your goals or
expected outcomes for the unit
• Assess your own teaching and determine whether
your goals were appropriate
ASSESSING WHAT WAS LEARNED
8. DISCUSSING DIFFICULT ISSUES &
SOLVING PROBLEMS
• Useful when there is a problem in the classroom
likely to cause arguments, denials, or defensiveness
• Suggestions can be compiled and a course of action
decided upon by the class
9. RECORDING WHAT WAS DISCUSSED
• Leaves a written record, if done on chart paper
• Can be categorized, opinions can be counted and the
final result can be expounded.
10. COMMUNICATING TO OTHERS
• Communicates a large amount of knowledge to an outside
group or individual.
• All students have equal opportunity to offer their
thoughts.
• Opposing viewpoints can be more easily “heard” and
responded to in a thoughtful and respectful manner.
11. THANK YOU FOR YOUR ATTENTION.
MIMIE LAURANT, ERICA HARRIS, &
MADONNA ROGERS
12. Chalk
Talk
Silent activity Students can
comment on the
initial question or
subsequent
comments
Instructor hands chalk
or marker to every
student or places at
site
Instructor writes
relevant question
in circle on board
or chart paper
Instructor
briefly
explains
Can connet two
interesting
ideas by
drawing a line
and adding a ?
