Gallery Walk

What is it?

A Gallery Walk is an effective way to break topics or concepts into constituent parts.  Learners navigate their way through a series of stations or posters in groups.  At each station, the group of learners must work together to perform a task or respond to a prompt.  Through this process, learners become better able to have a fruitful discussion on the topic.

 

Why do it?
  • This activity engages students through movement, collaboration, and discussion.
  • Solving problems or responding to questions in groups encourages peer learning and collaboration.
  • Gallery Walks enable peer reflection on other learners’ work.

 

How to set it up
  • Before the session
    1. Devise a task that learners should complete in groups. This could be a series of prompts or questions to consider.
    2. Split the task into segments and create posters or instructions for each segment.
  • During the session
    1. Split learners into groups and explain the task they have to do.
    2. Set up one station per task segment around the room. Each station should include questions or activities for learners to complete.
    3. Invite all groups to circulate around the stations in their groups.
    4. Groups should engage with the activity or question set up at each station or poster.
Considerations
  • The activities or questions at each station should be designed to be completed in groups. The cognitive mechanisms involved in peer learning promote deeper learning than individual learning.
  • Ensure you allocate enough time for learners to cover all questions or activities at each of the stations. If learners miss out on a station, they may miss information crucial to the overall topic.
  • If using Gallery Walk as an assessment, consider rubrics that assess individual and group performance to discourage learners from not actively participating in the knowledge construction tasks.
  • As a peer feedback tool (see variations), it is important that learners are trained in providing constructive feedback.
Variations
  • Graffiti
    • Learners add their responses or ideas to a sheet at each station. Using different colours can help identify each group’s contributions.
  • Student-led
    • Instead of the educator setting up the stations, get each group of learners to create the content for their station or poster first. Then, continue on with the Gallery Walk as usual, with groups of learners moving between the other stations.
  • Peer Feedback
    • As learners visit each station, they provide feedback on the work presented. This is a useful formative assessment option if used prior to final submission for marking by the educator.
Resources

Jaques, D. and Salmon, G., 2007. Learning in groups: A handbook for face-to-face and online environments. Routledge.

The Teacher Toolkit – Gallery Walk