GALLERY WALK

There are countless variations of gallery walks, as you will see through the rest of this book.
The fundamental process involves hanging up various graphic and/or textual displays, and
then having kids interact around them in a purposeful way, often leaving behind written
comments as they go. A gallery walk can stand on its own, as we describe here, or it can be
the culminating activity for many other lessons.

When to Use

Use a Gallery Walk at any point in the lesson to engage students in conversation:
After reading a story to discuss ideas, themes, and characters
After completing a lab to discuss findings and implications
To examine historical documents or images
Before introducing a new topic to determine students prior knowledge
After students have created a poster or any other type of display project, or even before
they submit it for a grade, use I Like, I Wonder, Next Steps (see below)
To solve a math problem using UPS
To generate ideas or pre-writes

MATERIALS NEEDED Copy of article for each student, large chart paper, different colored
markers, tape, large (4x6 if possible) Post-it notes. (If you dont have any large sticky notes,
you can instead hang a couple sheets of plain paper beside each poster when you get to
Step 7.) You may want to use a projector to highlight discussion topics (see Tips).
STEP 1 Plan the lesson Decide how you will form kids into groups of three. Assemble the
materials noted above. STEP 2 Explain the process Today we are going to read an article
and have a discussion about it. Nothing new there, right? But with this text we are going to

respond mainly with drawing, and we are going to have our discussion while walking around.
Sound good? STEP 3 Kids read Invite students to read the article, Motorcycle Helmet Use
Laws, using Sketching Through the Text (Strategy 5). The idea is to get kids to respond
visually to the article, making drawings in the margins, which they can draw upon to create a
quick poster. STEP 4 Kids discuss their sketches Now, in your groups of three, take about
one minute each to share some of your sketches with each other. Each person, hold up a
sketch you think is worthwhile, and explain the thinking behind it. Partners, listen carefully,
and when its your turn, share a sketch you made about a different part of the article or that
has a different point of view. STEP 5 Make a common poster Now, drawing on all your
sketches and any other images that have popped up in your discussion, you are going to
make a posteranother, bigger drawingthat represents your groups responses to the
helmet law article. This can be based on one persons sketch or can be something
completely new, or it can be a combination of your different sketches. You have to discuss
this as a team and decide on a plan. Dont delegate the drawing to one person; everybody
should be drawing a part of the poster. You can use cartoons, stick figures, diagrams, any
kind of drawing you want. And you can put in labels or captions or talk balloons to help
explain what you are showing. But dont just draw a motorcycle or a helmet. Youve got to
show your thinking about the article, what you agree or disagree with. What would be good
policies about helmets? OKtake seven or eight minutes to create your poster. STEP 6
Circulate and confer Especially the first time kids do these graphic responses, your coaching
will be vital. Youll be lowering their art anxiety, urging kids to manifest reading responses in
graphic form, and making sure everyone is holding a pen and using it. But you know what?
Practically whatever kids draw can lead to great conversations when the gallery walk
commences.
When groups are done, have them hang up their posters at well-spaced intervals around the
room.
STEP 7 Start the gallery walk Now, in your groups, you are going to go and look carefully at
another groups poster, and talk over what they have created and how it responds to the
article. Then, youll write a response or comment for the authors to read later on. I want you
to really shape those sentences together, not just delegate the work to one person. When
you are done writing, your scribe will sign the entry with everyones names and hang it right
beside the poster you have been studying. Each time you switch posters, a new person
should become your scribe and do the writing. Go alphabetically by last name. STEP 8
Explain the timing When we start, well take about two minutes for viewing and one minute
for writing on each poster, and then well rotate clockwise around the room. But lets think
ahead. The next poster you come to will have comments posted beside it, right? You need to

read those ideas too, and maybe factor them into your response to the poster. So, at each
stop, Ill give you a little more time for reading, talking, and writing. Bring your copy of the
article so you can refer to your own sketches and notes. Ready? Is there a poster that looks
really interesting to you? Well, you better get to itfirst come first served, and only one
group at a poster at a time. Go! STEP 9 Monitor groups As kids work, circulate and confer,
coaching and questioning groups as needed. As always, you are looking for great quotes or
examples that you can use to feed the discussion later. STEP 10 Regather and debrief Once
students have rotated through some or all of the postersdont let the energy flaghave
them return to their own posters. There, they should read and discuss all the written
comments. Then, engage everyone in a standing whole-class discussion of the issues raised
by the article. Try to dig out the agreements, controversies, and range of ideas that emerged
from the various posters. Dont plod through every poster. Maybe just ask: Was there a
particular poster that really got you going? Which one made you think hardest or argue the
most? Let the responses spark an authentic conversation

Leader - keeps the group on task, encourages participation, keeps conversation civil,
assures that all group members understand key points.
Recorder - writes group responses on poster sheets and prepares the written report out.
Reporter - presents the group's thoughts on a question to the class.
Monitor - makes sure that responses are made at the top of poster sheets so there is room
for the next group. Acts as timekeeper for timed activities.
Wildcard (in groups of five) - acts as an assistant to any member that needs help. If the
activity spans more than one class period than this person can take the role of any member
that is absent.

How to Use
1. Write
Create six questions or prompts about the current topic of study, and write each one
on a piece of chart paper or on a white board. Hang or place the questions or prompts
in various places around the classroom to create six stations. Images, documents,
problems, or quotes may also be used.
2. Group
Group students into teams of three to five students, depending on the size of the
class. Each group should start at a different station.
3. Begin
At their first station, groups will read what is posted and one recorder should write
the groups responses, thoughts, and comments on the chart paper or white board.
For individual student accountablility, you may also have the students record their
own responses on a worksheet (see template below), or put their initials below what
they wrote. Having different colored markers for each student is also an option.
4. Rotate
After three to five minutes, have the groups rotate to the next station. Students read
and discuss the previous groups response and add content of their own. Repeat until
all groups have visited each station. To involve all group members, you can have
groups switch recorders at each station.
5. Monitor
As the teacher, it is important to monitor the stations while the students paricipate.
You may also need to clarify or provide hints if students don't understand or
misinterpret what is posted at their station.
6. Reflect

Have students go back to their first station to read all that was added to their first
response. Bring the class back together to discuss what was learned and make final
conclusions about what they saw and discussed.

When to Use

Use a Gallery Walk at any point in the lesson to engage students in conversation:
After reading a story to discuss ideas, themes, and characters
After completing a lab to discuss findings and implications
To examine historical documents or images
Before introducing a new topic to determine students prior knowledge
After students have created a poster or any other type of display project, or even
before they submit it for a grade, use I Like, I Wonder, Next Steps (see below)
To solve a math problem using UPS
To generate ideas or pre-writes

Variations
Graffiti
The items posted around the room do not have to be questions, but can be ideas or
concepts or even math problems. Large sheets of paper or chart paper are placed on
the walls of the classroom. Students write their responses, draw pictures and record
their thoughts on the given topic on the graffiti wall. Students are encouraged to use
colored markers to make the wall interesting and to identify each students
work/response.
I Like, I Wonder, Next Steps
Use a Gallery Walk format for students to get feedback on their work. Hang student
products, such as drawings, visual representations, poster projects, etc. Students,
individually or in groups, rotate around the room and provide feedback to the creator

of the work. Students are required to record one thing they like about the work
displayed, one thing they wonder about it, and one thing the creator could do next or
improve. This can be done before work is submitted to the teacher so that students
may use their classmates feedback to improve their products. Students can write
feedback on chart paper posted by each work, or they can use three different colored
sticky notes (one for each category) to write their feedback and stick it directly onto
the student product for instant feedback.
For PK-K
complete this Gallery Walk in shifts. Students should stand by their work while
gallery walkers orally tell the student one or two of the required comments about
their product. Depending on the number of students, you might have four or five
shifts so that each student can hear from everyone in their class. It might be easier
to do one shift per day for an entire week to accomplish this task (beginning with
students who need the most help with their product or are slow workers.)
Gallery Run
This is a quicker version of a Gallery Walk. The questions posted at each station are
lower level questions involving knowledge or comprehension. Students don't need to
spend as much time discussing questions at each station, so they rotate them
through at a quicker rate. You can post many more than 6 questions so students get
much more practice.

Penilaian/ sesi soal jawab untuk ke bahagian rumusan

Your group seems to think ..... about this issue. How would you rephrase or summarize what
has been discussed so far?"
2."What is your group doing now and where do you feel the discussion will progress? "
3."What similarities and differences do you see between the responses you are giving at this
station and what was summarized at the last station?"
4."Your group seems to think...about this issue. Why do you say about that?"

5."How would you explain this issue to someone who has little or no background with this
material?"
6.Look at a particular response, either from the current group or a previous group, "This
group said....is this correct?

Generate Questions
thumbnail of step_by_step _instructions Think of four to five questions to use around a
central class concept. See Higher Order Thinking and Bloom's Taxonomy and Examples of
Gallery Walk for guidance on writing appropriate questions. Student teams in a Gallery Walk
typically number three to five. So, for a class of twenty write four to five questions. For larger
classes either write more questions or repeat the same set of four to five questions, posting
the same question set in different sections of the class.
2. Write Questions

thumbnail of post_it imageSource: Staples Before class time, write the Gallery Walk
questions on large sheets of self adhering chart, post-it paper, self supporting flip charts,
whiteboards (34" x 24"), or simply write questions on pieces of normal loose leaf paper. An
advantage of whiteboards is that the boards can be used over and over again. Write one
question for one sheet of paper.
3. Post Questions Post the questions on the wall around the class, giving sufficient
separation space between sheets. Alternatively, questions can be placed on desks dispersed
throughout the class.
4. Prepare Students The first time Gallery Walk is used, give students instructions for
carrying out the technique. See the Preparing Students section. If the Gallery Walk has
formal oral and written evaluation, mention the important components of that evaluation. See
Assessing Gallery Walk for a variety of assessment rubrics.
5. Group Students and Assign Roles Arrange students into teams of three to five. Provide
each group with a different colored marker, pen, or crayon. Ask that each group member
introduce themselves. If cooperative learning techniques will be used, assign roles like
leader, reporter, monitor, and recorder. The role should be alternated between each team
member. To add even more cooperative group structure, add an "emissary" function to each
group. The "emissary" communicates any questions or problems to the instructor. This
added role forces group members to channel their discussion through another member of
the group.
6.Begin Gallery Walk

thumbnail of Gallery Walk direction Direct teams to different charts or "stations." Upon
arriving at the station, each team writes comments for the question posed at the station. To
avoid chart clutter and rambling comments, encourage the recorder to write in a pithy
bulleted format closest to the top of the chart.
7.Rotate to New Station and Add Content After a short period of time, say three to five
minutes but the exact time will depend upon the nature of the question, say "rotate." The
group then rotates, clockwise, to the next station. At the new station the group adds new
comments and responds to comments left by the previous group. To involve all group
members, switch recorders at each station.
8. Instructor Monitors Progress As groups rotate, the instructor nurtures student discussion
and involves all group members. Be ready to a) rephrase questions or to provide hints if
students either don't understand or misinterpret questions; be ready to provide instructions
for those that still don't understand how to conduct a Gallery Walk.

To spur discussion, ask questions like "Your group seems to think ..... about this issue. How
would you rephrase or summarize what has been discussed so far?" or "What similarities
and differences do you see between the responses you are giving at this station and what
was summarized at the last station?" For a more complete list of questioning strategies, see
the "Informal Evaluation" section of Assessing Gallery Walk. On a personal level: encourage
developing ideas and praise insight. Couch criticism constructively.
9. Return to Starting Point Teams continue to review the answers already contributed by
previous groups, adding their own comments. This procedure continues until groups have
visited all stations and return to the station at which they started. Instruct students to record
their original (starting) question and to sit down in their teams to begin the "Report Out"
stage.
10. Report Out In the "Report Out" stage, the group synthesizes what has been written
about their original discussion question. Allow about ten minutes for the group to synthesize
comments. The "reporter" chosen earlier, summarizes the group's comments with the help of
other group members and makes an oral presentation to the class using the blackboard or
on an overhead projector. The oral report should not exceed five minutes in length.
Alternatively, students can write a written report composed either individually or as a group.
11. Gauge for Student Understanding During "Report Out" stage, the instructor reinforces
correctly expressed concepts and corrects for misconceptions and errors. What, for

example, did students seem to readily understand? What did they find difficult and how can I
adjust my teaching to accommodate students?