Gallery Walk
Students standing in a group writing on a whiteboard (Prostock-Studio, iStockphoto)
Students standing in a group writing on a whiteboard (Prostock-Studio, iStockphoto)
Format
How does this align with my curriculum?
PE
9
Science Grade 9 (revised 2018)
Decisions and Perspectives
PE
10
Science 421A (2019)
Decisions and Perspectives
PE
12
Chemistry 621A (draft 2021)
Decisions and Perspectives DP1
PE
11
Chemistry 521A (draft 2021)
Decisions and Perspectives DP1
This learning strategy provides students with the opportunity to walk around a classroom, actively engaging with content and each other.
Why use it?
- To make learning a student-centered, social and engaging process
- To activate collaborative learning and critical thinking skills
- As alternative to class discussions
Tips for success
- Teachers should assume the role of facilitator during a gallery walk, extending and encouraging students to expand their thinking (i.e., Tell me more about what you’re thinking.”
How do I use it?
- The gallery may be made up of materials/artifacts made by individual students, groups of students or provided by teachers. For example:
- Student-created posters or dioramas
- Student-created or teacher-provided poems or pieces of writing
- Design and build prototypes
- Presentations on a computer
- Once the artifacts are ready for sharing, the class circulates to look at all of the artifacts.
- If the gallery consists of projects created in groups, students take turns standing by their artifacts so that each of them has the chance to visit the other groups.
- Students are encouraged to contemplate the artifacts silently while circulating, respond in conversation with a gallery walk partner, or jot down comments on sticky notes and paste them next to the artifacts.
- If the purpose of the gallery walk is to provide feedback on an artifact/project, teachers are encouraged to model and use the TAG Feedback strategy.
Variations
- On chart paper, display questions for students around the room and invite students to circulate and reflect/answer the provided questions (either writing directly on the poster, or using sticky notes). Students can be encouraged to reflect on answers written by other students as well.
Extensions
- In virtual settings, consider using breakout rooms. Student work can be captured, or linked to, in a virtual space and placed in different breakout rooms for groups to visit.