Carousel+Brainstorming

**Explanation**
Carousel Brainstorming allows students to work together in groups and move or “carousel” from chart to chart. They are able to brainstorm about each topic and then write or illustrate the groups ideas or knowledge about that given topic or concept. Teachers can use charts to assess students prior knowledge during pre-assessment, recognize gaps in students learning or understanding during instruction or use it at the end of a unit to assess students ability to synthesize/evaluate the question or topic addressed.

Here is a [|link to a video] that summarizes how Carousel Brainstorming can be used in the classroom.

**Step-by-Step:**

 * 1) Create a list of important topics or open-ended questions. Write each one on a different piece of poster paper or other medium.
 * 2) Form groups of students so you have as many groups as you have topics/questions. Make sure to have enough questions to keep groups small so all students can contribute.
 * 3) Number charts to indicate order so students know where to begin and then when rotating they can do so in a clockwise manner.
 * 4) Give a different marker to each group to use as they respond or illustrate their ideas on each topic/question. Have group members rotate responsibilities as they move from chart to chart.
 * 5) Students should read other responses so they do not copy or repeat the same answers that have been written down previously.
 * 6) Give students 2-3 minutes at each chart to discuss and add information. Then signal for students to move to next chart.
 * 7) Provide follow-up activities that will help further process and review information written on the charts. The teacher can also use it to help point out any gaps or misunderstandings in students learning.

Here is a Teacher Planning Sheet originating from the book 25 Quick Formative Assessments for Differentiated Classrooms that can be used to plan out the activity.

**Examples:**
An example in my classroom for pre-assessment would be when I am teaching my students about fibers. I would use it see if my students had any prior knowledge about different characteristics, origins or where they could find basic natural and synthetic fibers. An example in my classroom during instruction would be the career unit when I am teaching my CTE Intro students about Pathways. I could have a Pathway written on each poster and have students illustrate or write what ideas or information that they have learned about each pathway. I then can take that information and recognize the gaps as I move through the other rotations of CTE Intro to go into more depth those areas they are lacking or be able to focus on those areas that they have more interest in.

Another example in my classroom for post assessment would be after discussing the different decades in fashion. After students have presented information about influences, trends or fads that came from each decade I could see place pictures of current fashions and have students identify how previous decades had influenced the fashion and what affect it has had in the fashion industry.