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    GalleryWalk InstructionalStrategyforBacktoSchoolRoutines

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    Misah Sulaiman
    The document describes how to use a gallery walk instructional strategy to teach classroom routines and structures. A gallery walk involves setting up stations around the room with information to learn. Students move in groups to each station, spending time collecting information before moving to the next station. The document provides examples of how gallery walks can be used in different subject areas and discusses classroom management considerations.

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    GalleryWalk InstructionalStrategyforBacktoSchoolRoutines

    Uploaded by

    Misah Sulaiman
    286 views2 pages
    The document describes how to use a gallery walk instructional strategy to teach classroom routines and structures. A gallery walk involves setting up stations around the room with information to learn. Students move in groups to each station, spending time collecting information before moving to the next station. The document provides examples of how gallery walks can be used in different subject areas and discusses classroom management considerations.

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    GalleryWalk-InstructionalStrategyforBacktoSchoolRoutines

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    The document describes how to use a gallery walk instructional strategy to teach classroom routines and structures. A gallery walk involves setting up stations around the room with information to learn. Students move in groups to each station, spending time collecting information before moving to the next station. The document provides examples of how gallery walks can be used in different subject areas and discusses classroom management considerations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    286 views2 pages

    GalleryWalk InstructionalStrategyforBacktoSchoolRoutines

    Uploaded by

    Misah Sulaiman
    The document describes how to use a gallery walk instructional strategy to teach classroom routines and structures. A gallery walk involves setting up stations around the room with information to learn. Students move in groups to each station, spending time collecting information before moving to the next station. The document provides examples of how gallery walks can be used in different subject areas and discusses classroom management considerations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Using the

    GALLERY WALK
    instructional strategy to teach important classroom
    ROUTINES & STRUCTURES
    Teaching Duration: 1-3 class periods

    What is a GALLERY WALK?


    A gallery walk is a kinesthetic strategy that help students learn information. It closely resembles the idea of a jigsaw,
    but with more movement.
    To set up a gallery walk, you will need content - something that needs to be learned by the students.
    For a simple example, you might be teaching students about primary elections. In that case, the students
    would need to know information about each of the candidates, so you would provide a station for each
    candidate and place an object or a reading for each around the room.
    Next, create a system/handout for collecting information. This is something the students will bring with
    them to each station to record the pertinent information from each place that the student visits.
    Divide your students into the same number of groups as you have stations (eight stations, eight groups).
    Now, send each group to start at one of the gallery items. Students should spend time at each station
    collecting information, then moving around the room to collect the rest of what they need for each station.

    Mud and Ink Teaching 2016


    What are the CURRICULUM OPPORTUNITIES?
    English: introducing characters in a novel, collecting definitions then creating an example, literary elements
    definitions then finding examples in a passage
    Science: exploring the parts of a cell, breaking down characteristics of a species, exploring elements on the
    periodic table, introducing lab procedures/equipment
    Math: solving problems, classifying shapes, solving equations around the room to then solve a puzzle
    Social Studies: election candidates, important years of a particular period, different types of government

    What are the INSTRUCTIONAL BENEFITS?


    Kinesthetic learning opportunity
    Highly versatile in terms of rigor - what you ask the students to DO with the information youve placed
    around the room can be at any level of Blooms Taxonomy.
    Students can classify, illustrate, synthesize, defend, and more.
    Strategy can be used at any point in the learning process: introducing, during, or reviewing
    Easy to incorporate technology. Students can scan QR codes at each station, students can use
    laptops/Chromebooks to complete activity based on each gallery station, etc.

    What are the CLASSROOM MANAGEMENT c oncerns?


    If not done properly, this strategy can be a disaster as far as classroom management goes. You know your
    class the best, so take whatever
    advice I have to share and adapt it. These are my s trict expectations (they
    change as the year goes on, but this is what I recommend for your first one)
    Students should have a set amount of time at each station and there should be a visible timer running
    a countdown. This ensures students are aware of how much time they have to complete the task at
    that station and to stay focused. *Note: always give them LESS time than they need! Keep the energy
    moving. We can always fill in gaps later!
    When students are at a station on the gallery walk, they are allowed to chat and confer with one
    another. When the timer goes off, I have eyes on me, a hand in the air, and conversations stopped.
    **DO NOT move to the next station until e veryone has stopped talking, has their eyes on you and their
    hand in the air.
    Give students 10 seconds to transition to the next station. The movement to the next station should
    be silent.
    When students arrive at the next station, they can resume work again, collaborating with one another
    as necessary. Repeat steps above!
    ADAPTATION: If you have particularly rowdy students and youd rather not have them moving
    around the room, you can keep the students stationery and pass the item from group to group.

    For more ideas, video, and curriculum design inspiration, head over to
    mudandinkteaching.org

    Mud and Ink Teaching 2016

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