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This article covers gallery walks, an active learning strategy. To read an overview of active learning, see the Defining Active Learning and Choosing a Strategy article in the "Related Articles" section on the right side of this page.
Level of Difficulty: Moderate - This strategy will require some effort for the instructor to set up.
Bloom’s Taxonomy Level: Application, Analysis, Synthesis, and Evaluation
What is a Gallery Walk?
Teams rotate around the classroom, composing answers to questions and giving thought to answers from other groups. Each station has a question that relates to an important class concept. The gallery walk closes with a synthesis of all the answers to a particular question.
How do I use it?
- Set up one question on the same topic for each station.
- Better discussions will happen if there is more than one answer or approach to the question.
- Put the question up on a Word Document or Powerpoint and open each document on the screens in the classroom. (This can also be done with poster paper if you are not in an active learning space with screens)
- Give each group a set amount of time to answer the question on the document before moving to the next station.
- When all groups have reached their last station, give each group a set amount of time to sum up all the answers for a report out.
- Have each group report out a synthesized answer from all the answers listed at their station. This should not just be a list of all the answers, but should communicate solutions that agree, and solutions that conflict.
Variations
Team-Based Learning
Use as a report out method for a TBL session. Especially useful at higher levels of application and evaluation. This can be used for problems or cases that have multiple good solutions and introduce ambiguity to the exercise.
Case Studies
Rather than asking a question, this can be used with case studies. Use a different case study for each station.
Micro-learning
Use this method to roll out several micro lessons (small units of content that can be digested in 5 minutes or less). Ask students to sum up the most important takeaway at the end rather than answering a question. Then, rather than a synthesis, have students share the top two or three takeaways from each station.
Top Hat
Low stakes review questions could be asked using a CarmenCanvas or Top Hat quiz at the end of the activity, rather than a report out.