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Gallery Walk-

Project
Assignment Purpose:
The gallery walk is a technique that allows students to
be actively engaged in class along with their peers.

These strategies requires students to get out their


chairs and explore, examine, research and synthesize
important concepts related to historical documents, art,
scientific facts, problem solving situations and much
more.

This activity promotes higher order thinking skills,


oral/written presentation skills, and team-building.
Things to consider:
How does the gallery walk make students feel more
accountable for quality work?

How does this lesson allow the students to learn


lots of information in a short amount of time?

Consider how students work in teams, develop


relationships with their peers, and openly give
feedback throughout the course/semester.

Students may need question or feedback


prompts/criteria at the start of the semester, but as
the natural groups form and students become more
comfortable, feedback will be more freely given and
well-received.
Project goals:
Project goals will depend on the purpose of the activity. If the
purpose of the gallery walk is to introduce students to new
material, you might instruct them to take informal notes for
their reference.

If the purpose is to focus on a particular concept, you can


create a graphic organizer like a matrix, pie chart or
compare or contrast for students to complete as they walk
through the exhibit.

Students can be asked to gather information and research


about it further or find similarities and differences.
Assignment Process:
1. Identify and select museum exhibits or art galleries
that hold content related to the content of the
course.

2. Group students, assign roles and stress on team


building. Instructor can assign roles and explain
them to each group. (Ex.: leader, recorder, reporter,
etc.)

3. Explain the process of this activity to students. Give


them clear instructions on where and what should
they be looking for. Direct teams to objective of the
activity and hand them questions/ prompts they
need to find out about. Give students links to
resources, libraries where they could find
information after their visit.

4. Review evaluation criteria which will enable


students to take this activity more seriously.
Assignment Process
(contd.)
5. Groups convene to synthesis the information gathered
during the visit and prepare the presentation of their
findings. They can also discuss it with the instructor.

6. Groups present their finding to the class. Give students


multiple options for presenting (PPT, multimedia, etc.)

7. Groups also construct a written research paper that


includes their findings.

8. Each student writes a short reflection paper that asks


them to consider their experiences of the activity,
findings, working in teams.

9. Student complete group evaluations.

10. Instructor grades the paper and oral presentation and


provides students with constructive feedback.
Deliverables:
1. Presentation requirements: Students should present
their findings with a visual presentation using Prezi,
PowerPoint, etc.

2. Group Research Paper requirements: Groups would


submit a final paper for this activity. Instructor to give
specifications on the style, number of pages, font, etc. of
the paper. The paper would include the following
elements:

Project title

Brief history of the topic

Content

Connection to current civilization

Evidence (primary and secondary resources)

Conclusion
Deliverables (contd.)
3. Student Reflection Paper: Students will write a short
reflection paper that asks them to consider their
experiences of the activity, findings, working in teams
This short response (100-300 words) should include the
following elements:

Identification of the group they were in

Role they played within the group

What they liked and disliked about working in groups

What they liked and disliked about the activity of visiting


the gallery or museum

The finding of the group that was most interesting to


them.

4. Peer Group evaluation: Students will complete a peer


review according to the rubric. They will be expected to
Other variations of the
assignment:
1. Gallery run:
1. Instructor can create and post questions addressing a
central class concept or issue with no right answer on
large sheets of paper and stick it around the room.
Students are then divided into groups and assigned roles
for this activity.

2. Groups of students move around from one chart to


another, discuss the posted question and record their
responses. The instructor can also ask the students to
take a stand; by the issue or statement they feel strongly
for and list the pros and cons for the same. They come
together for a debrief once everyone has gone through
each chart.
Other variations of the
2. Graffiti:
assignment:
1. Texts, images, posters or student work can be
displayed gallery-style way.

2. The instructor can decide the objective of this


activity depending on what he/she wants to
accomplish. Students can walk through the gallery in
groups or by themselves to view the exhibits.

3. Students are asked to record their impressions about


what they saw and express their opinions to the
others. Students can be given colored markers to
record.
Other variations of the
assignment:
3. I like, I wonder, next steps:
1. This can be used to get feedback from students on
their peers work. Display students work around the
room. Students, individually or in groups rotate
around the room and provide feedback.

2. Students are required to record one things they like


about work, one thing they wonder about and one
thing they need to do next, like a suggestion.

3. Students can either write this on a piece of paper


and submit it to the instructor or have sticky notes
on the displayed work.
Rubric for the Group
Research Paper and
Presentation
Criteria Excellent Good Bad Poor

Title- Title of the topic is


mentioned and well
explained.
Brief history of the topic

Functions and purpose of


the topic
Connections to current
civilization
Graphics that relate to the
topic
Peer Evaluation Form for Group
Work
Evaluation Criteria Group Group Group Group
member: member: member: member:
Attends group meetings
regularly and arrives on
time.
Contributes meaningfully
to
group discussions.
Completes group
assignments on time.
Prepares work in a
quality
manner.
Demonstrates a
cooperative and
supportive attitude.
Contributes significantly
to the

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