Guide
Name
Gallery Walk
Description
Gallery Walk is a process in which students use observation skills to gather data and to draw conclusions about a topic. Gallery Walk is frequently used with other learning strategies to allow students to view others' work and/or to process content in preparation for discussion or consensus building.
Purposes
- [Statement] In order to plan for instruction and assessment think about your learners' needs and your goal. What is your purpose for using Gallery Walk? [Cluster] - [Statement] To discover and explore (Discover and Explore- Cluster 1.1): Students use systematic observation and reflection in a Gallery Walk. [Cluster] - [Statement] To clarify and extend understanding (Clarify and Extend- Cluster 1.2): Students discuss and reflect on observations after a Gallery Walk. [Cluster] - [Statement] To demonstrate ability to generate ideas (Composing: Writing/Speaking/Representing- Cluster 4.1): Students engage in a Gallery Walk on a particular topic or theme to stimulate thinking. [Cluster] - [Statement] To demonstrate ability to present and share representations to an authentic audience (Composing: Writing/Speaking/Representing- Cluster 4.4): Students present, share, and actively listen during Gallery Walk on a particular topic or theme. [Cluster] - [Statement] To demonstrate ability to celebrate community (Develop and Celebrate Community- Cluster 5.1): Students use Gallery Walk to celebrate special occasions. [Cluster]
Specific Learning Outcomes LICT Descriptors How To Do
- 1. Construct displays representing various aspects of a topic. 2. Have students visit and observe each display. Have some students act as curators, staying with each display and answering questions or taking comments from student viewers. 3. Have students share observations in small groups or in whole class settings.
Related Information
Gallery Walk may be used to introduce a new topic as students make connections to prior knowledge. Gallery Walk may be used to review completed work. Displays may be constructed by the teacher or by students. Students may record their observations or comments on a recording sheet.
Variations
Electronic Gallery Walk: link to TBA Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
Assessment / Think Abouts
References
Model appropriate constructive comments. Have students' comments and observations recorded and shared with the original authors of the display to provide a form of peer assessment. Record focused observations on students' discussion skills, questions, and reflective thinking, and acceptance of others' ideas. Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI - Success for all Learners: A Handbook on Differentiating Instruction, A Resource for Kindergarten to Senior 4 Schools (page 6.80) - Kindergarten to Grade 8 English Language Arts: A Foundation for Implementation, "Strategies that make a Difference" (pages 202 - 203)
Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -