No Series: Gallery Walk

Gallery Walk

Lesson Objective: Students take a gallery walk to learn from their classmates' work
Grades 3-5 / All Subjects / Interaction
6 MIN

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Discussion and Supporting Materials

Thought starters

  1. What language objectives are integrated into this activity?
  2. How does modeling the sentence frames of "I notice" and "One question I have" ensure that students achieve the intended takeaways?
  3. How could a gallery walk be used as peer and self assessment?

17 Comments

  • Private message to Leslie Guzman

An activity like a gallery walk is very engaging for students because it allows students to get up out of their seats and have some kinesthetic factors implemented into the lesson. The purpose of the gallery walk is to build background knowledge and take that information and apply it to other readings, assignments, activities, etc. Along with learning content standards, students are practicing their speaking and listening skills when they pair share with their peers.

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  • Private message to miz buchanan
How could this particular gallery walk be used as peer and self assessment? Does anyone have feedback?
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  • Private message to Jessica Edwards
I'd like to see a transcript of this along with the other materials.
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  • Private message to Rose Joye
Well done! The kids love the strategy and are demonstrating a sense of ownership in their learning. I am so glad for you! Thanks for sharing the gallery walk.
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  • Private message to Julia Chope
Hi Lynn, We actually don't enable downloading. However, with the Teaching Channel Lesson Planner you can save videos to your Tch Workspace. Just click the clipboard icon located next to the title of each video. Then, you can find your Lesson Planner and all of your saved videos in your Workspace - https://www.teachingchannel.org/workspace/lesson_planner. If you have more questions about this please use the black Feedback tab located on the right side of the page. Thanks!
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External Resource Materials

Transcripts

  • Luna Productions for Teaching Channel
    Great Lesson Ideas: The Gallery Walk
    Dale Eilers
    C0203_004001

    [01:00:11;09]
    Dale Eilers: Hi my name is

    Luna Productions for Teaching Channel
    Great Lesson Ideas: The Gallery Walk
    Dale Eilers
    C0203_004001

    [01:00:11;09]
    Dale Eilers: Hi my name is Dale Eilers, and I'd like to invite you to join me for an interactive exciting lesson that you can use tomorrow in your classroom.

    [Title: The Gallery Walk]

    Dale Eilers: The Gallery Walk.

    "I want you to take a look at our guiding questions. Will you read them with me? How do people and other living things adapt to their environment. Which kind of means like how do they change because of what is around them?"

    Dale Eilers: Well purpose of the Gallery Walk is to build background knowledge. So, yes it's a fun and engaging activity, and students will look at pictures and read and write, but my purpose for the Gallery Walk is really that they're going to walk away from this experience with a lot useful information that they'll be able to then to apply to other readings and writings.

    "So let’s take a look at our learning targets. We have two for this lesson. Will you read them with me? I can write in complete sentence. "

    Dale Eilers: So this lesson's learning target was I can write in complete sentences.

    "And then the second one. I can write questions that start with a question word and end with a question mark. And we came up with this whole list of question words: Why, how, who, where, when, can, what, does. So those are all examples of question words."

    Dale Eilers: I look at the skills that students need in third grade. So they need certain reading skills, and they need certain writing skills, so they are reading and writing about their social studies content.

    "So take a look at this picture."

    Dale Eilers: In the beginning of the gallery, I'm modeling how to look at the picture and to formulate question.

    "So one thing I noticed is there's a man in the picture hiding with antlers on. So I notice. I'm going to write, 'I Notice...'"

    Dale Eilers: I model for them what it is that they need to do. First with the "I notice,"

    "On the other side of my paper."

    Dale Eilers: Then with the question.

    "'Questions I Have...'"

    Dale Eilers: But we're also meeting EDL standards of speaking and listening because students are then pair sharing on the rug.

    Student #1: I wonder if the basket is only made out of grass.

    Dale Eilers: And they're practicing their oral language and their practicing their listening skills.

    Student #2: Was the basket made out of grass to make the patterns.

    Dale Eilers: And in this way, with the providing of sentence frames, um, I 'm able to build capacity in oral language that will then transfer into their writing.

    "Okay my friends."

    Dale Eilers: So the students have a recording sheet.

    "On one side it says, "I notice," on the other side it says "Questions I have,” I want you to write one I notice for each picture; and one question for each picture."

    Dale Eilers: The Gallery Walk is made up of five stations, with two to three pictures at each station.

    "On team three, there will be two pictures."

    Dale Eilers: And each card has a picture and short text that accompanies the picture and explains what is happening in the picture.

    "Okay, my friends off you go."

    Student #3: I noticed that the Indian make their shirts out of animal’s skins.

    Student #4: I notice that the Indian mans make hats and clothes out of feathers.

    Dale Eilers: Then they'll move to another table, and continue recording their thinking.

    Student #5 & 6: ...decoys (pretend animals) to confuse ducks and geese. They use nets to trap them.

    Dale Eilers: While they're at the stations, they're writing a variety of sentences, and they're writing many sentences. But to the student it doesn't feel like they're writing as much because they're going from picture to picture to picture.

    Dale Eilers: The Gallery Walk works because students are naturally engaged in visual stimuli. I feel like we don’t give them enough of that. They're welcome to work with a partner. I feel passionate about enabling students and giving them learning opportunities where at some point in the day, they are going to feel successful.

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Dale Eilers

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