presentation gallery walk

Teaching Resources
Upcoming Events
On-demand Events

Gallery Walk

English & Language Arts
Social Studies
facebook sharing
email sharing

What Is a Gallery Walk?

During a gallery walk, students explore multiple texts or images that are placed around the room. You can use this strategy when you want to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because a gallery walk activity requires students to physically move around the room, it can be especially engaging to kinesthetic learners.

Save this resource for easy access later.

How to do a gallery walk.

Select Texts

Select the texts (e.g., quotations, images, documents, and/or student work) you will be using for the gallery work. You could also have the students themselves, working individually or in small groups, select the texts.

Display Texts around the Classroom

Texts should be displayed “gallery style,” in a way that allows students to disperse themselves around the room, with several students clustering around each particular text. Texts can be hung on walls or placed on tables. The most important factor is that the texts are spread far enough apart to reduce significant crowding.

Explore Texts

Viewing instructions will depend on your goals for the activity.

Provide Instructions for the Gallery Walk

If the purpose of the gallery walk is to introduce students to new material, you might want them to take informal notes as they walk around the room. If the purpose is for students to take away particular information, you can create a graphic organizer for them to complete as they view the “exhibit,” or compile a list of questions for them to answer based on the texts on display. Sometimes teachers ask students to identify similarities and differences among a collection of texts. Or teachers give students a few minutes to tour the room and then, once seated, ask them to record impressions about what they saw.

Students can take a gallery walk on their own or with a partner. You can also have them travel in small groups, announcing when groups should move to the next piece in the exhibit. One direction that should be emphasized is that students are supposed to disperse around the room. When too many students cluster around one text, it not only makes it difficult for students to view the text but also increases the likelihood of off-task behavior.

Debrief the Gallery Walk

Once students have had a chance to view a sufficient number of the texts around the room, debrief the activity as a class. Depending on the goals of the gallery walk, this debrief can take a variety of forms. You might ask students to share the information they collected, or you might ask students what conclusions they can draw about a larger question from the evidence they examined.

Virtual Gallery Walks

During a virtual gallery walk, students explore multiple texts or images that are placed in an interactive slideshow. You can use this strategy to offer students a way to share their work with each other and build class community, or you can use it to introduce students to new sources that they can analyze.

Select Texts Select the sources (e.g., quotations, images, documents, and/or student work) that you will be using for the gallery walk. You can also have students select the sources, working individually or in small groups.
Create the Gallery Walk Slideshow Decide if you would like students to be able to comment directly on the sources or take notes in their own document. Then, create a slideshow of the sources. If you would like students to be able to comment directly on the sources, create your slideshow using an interactive application such as Google Jamboard or VoiceThread.
Explore Sources You can share the slideshow with students during a synchronous session or ask them to look through the slideshow asynchronously. Viewing instructions will depend on your goals for the activity. If the purpose of the gallery walk is to introduce students to new material, you might want them to take informal notes as they view the sources. If the purpose is for students to take away particular information, you can create a graphic organizer for them to complete as they view the slideshow, or compile a list of questions for them to answer based on the texts on display. Sometimes teachers ask students to identify similarities and differences among texts. If you are using an interactive application, such as Google Jamboard or VoiceThread, you can also ask students to leave comments on the sources.
Debrief the Gallery Walk Once students have finished viewing the sources, debrief the activity together. You can ask students to share their impressions or what they learned in small group breakout rooms or with the whole class.

Gallery Walk Examples from High School Classrooms

Gallery Walk Classroom Video

The reasoning behind a gallery walk is to allow students who really like to make observations and are good at making observations, but might be a little hesitant to raise their hand in class, to allow them the space and time to write down their observations about pictures around the room. So the general idea of a gallery walk is you have Big Paper. If you don't have that Big Paper, you can also put pictures on chalkboards or whiteboards. And you can also tape computer paper up to it, somewhere where students can write around the picture. And I created the gallery walk, in which you have these pictures of memorials that students can then respond to. A gallery walk can be anything from photographs, to political cartoons, quotes, or pieces of legislation, something visual that they are then commenting on. And what I really love about gallery walks is that as students rotate around the images and the big pieces of paper, they can communicate with one another. And this is a little bit more anonymous. So I know sometimes they're like, I know whose handwriting that is. But they can have a conversation, through writing, about what they see. Students really respond well to it because anyone can look at an image and have a thought. And it allows people to enter into the conversation, I think, in a really unique and creative way. Because they can just make an observation, or they can write a question. It doesn't always have to be this profound, historical statement. But it can be, I have a question about this. And then someone else who is rotating around stops and she thinks, oh, I think I have an answer to that, but I'm going to write it down anyways and see if anyone has any thoughts. And it creates this conversation among students by looking at these visual components as they progress around the gallery, playing off the idea of an art gallery or a museum. One of the things that might be challenging is gallery walk has pictures of the memorials throughout the room. And they may not know the full extent of the history behind that specific event. So for instance, when they see the memorial of General Custer's Last Stand, they may not recall what happened there. But I'm hoping that, through conversations with their classmates, by looking at the design of the memorial, they can deduce, they can use critical thinking skills to come up with ideas as to how that memorial represents what happened, the purpose, the intent, and what it was really trying to convey to those who were going to come and ultimately see the memorial. Have you noticed the big pieces of paper on the wall? Yes? We're going to do something called a gallery walk. I'm assuming you've done this in other classes. I know you've done it with me in 10th grade as well. You're going to take a marker, and I want you to walk around the room. And as you walk around, I want you to write down your thoughts on the big piece of paper surrounding the memorials. Think about purpose, intent of the memorial, try to find out about the location. I did write a few notes underneath each image to give you a sense of where it is and what it's about. Some of them you may not be as familiar with in terms of the historical significance. Feel free to ask me questions, but I'm asking that you grapple with it a little bit based on the context I've given you. And think about the materials and the size. I haven't been to all of these, but I know enough about them where I could give you a little bit more information about what materials were used. But again, try to really think about-- discuss with a neighbor. It doesn't have to be super quiet. If someone's next to you, be like, what is this Native American one made out of, I can't really tell. So feel free to talk to each other as you do it, but make sure you write down thoughts. And as you circulate, should you just go to one poster one time? No, keep circulating. I want you to be able to make comments off of one another. So if you see something really interesting, make a comment off of that. Ask questions through writing. We'll come back together afterwards and have a bit of discussion before we transition into the action project. Questions? All right, so come up, take a color, start making your way around the room. Try to spread out. There's about seven posters. [INDISTINCT CONVERSATION] So in that sense, what do you think this memorial is for? The loss of land, maybe the genocide, the way that the people were pillaged and raped. The Trail of Tears? This is-- After that? --slightly-- uh, yeah, the Trail of Tears is in 1830. So we're a fair amount of time after the Trail of Tears. But you're on the right idea here. I want you to all finish up whatever thought you're writing down. And before you sit down, what I want you to do is just take a moment to walk around the room and read all the comments. And once you've done that, then take a seat. Just a couple more minutes to read other people's comments and have a seat. I was walking around the room, and your comments were phenomenal. And hopefully-- I know Caroline mentioned that one of the ones, the Irish Famine one, was what you did for your Holocaust project. So I want to keep everything in mind that you just wrote on, and I want to discuss a couple of these questions. So think back to the Holocaust and Human Behavior. And when we studied memorials, I had you all go to memorials around the Boston area and do a project on them. Thinking about all the comments you just wrote down, comments that you read, I want you to turn to your partners and think about these three questions in relation to the project you did before, so your project. What influenced your memorial designs? What did you attempt to convey in your memorials? And what was the purpose of your monument? So turn to your partner, discuss those three questions. [SIDE CONVERSATIONS] First of all, I wanted to make the message clear so that there wasn't any confusion on what my memorial was about. And it was also meant to honor the people. I think I also put in scriptures of the Torah. I visited one that was a combination of World War II, Vietnam, any war that, any of the vets from my city had fought in. And they had put their names on, but they had also amazing designs and sculptures to honor the people. But I think the emotion that they want to convey is the loss and the grief that the people have went through. I think the lesson went really well. Students were very engaged in the material. A lot of the comments on the gallery walk were so profound, and I think, got me thinking, and were observations that when I originally looked at these, I thought, oh, I didn't even see that at first. So to see their perspective from all these different voices, I was really just pleasantly surprised, as always, that they exceed my expectations. Facing History, for me, has always provided a space to enter the conversation. Because Facing History and Ourselves provides these tools for educators and for students to talk about very difficult material.

This video shows a high school class using the Gallery Walk strategy to consider images of monuments and memorials before embarking on an "Action Project."

Access the viewing guide for this video and save it for later.

Related Materials

Guide Gallery Walk

The Power of Propaganda Gallery Walk Demo

We're going into our unit where we read the memoir Night by Elie Wiesel. It's really important for the students to get a solid background before we read any sort of work, but especially with Night, and we're talking about the Holocaust. Because a lot of the ideas, a lot of the events that unfold in the memoir, they'll need to have a general understanding of the historical time period because you can't just throw students into a time period that they're not familiar with without giving them some background.

We've talked about propaganda. They've definitely talked about propaganda in other classes.

So today we're going to continue our study of the Holocaust in preparation of reading Night. And we're going to look at propaganda. Does anybody need a refresher on what we talked about? Thank you. OK, so someone want to help him out? Henry?

I remember we talked about the way that Jews and other people were treated during this time, and the policies and other changes put in place that kind of sparked the beginning of the Holocaust, such as decisions made to get rid of things like Jewish-run businesses and other things like that.

Mm-hmm, good. So today you guys are actually going to be looking at some actual propaganda posters and images of people that the Nazis used as propaganda.

I do anticipate a few challenges about this lesson. And I think the most challenging thing you deal with when you deal with the Holocaust is the outright discrimination and prejudice against, specifically in today's lesson, the Jewish population. And I think that students today are very accepting and they're very open to people's differences. I think that kids really do have a hard time dealing with that because it's against what they're taught in our culture. So I think that one of the challenges is definitely dealing with how do you deal with students presented with material that really goes against everything that they believe in.

What I'm going to have you do is something very different, today, than we've done before. Everybody is going to need a writing utensil. What we're going to be doing is called a gallery walk. I'm going to ask everybody to get up, and you're going to walk around the room, spread yourselves out.

And you'll notice that there's Post-its kind of all around where the posters are. Take a Post-it, and I'm going to ask you to do one of three things. You're either going to comment on the picture, you're going to ask a question about the picture, or you can just come up with a phrase or a word that you think of when you look at the picture.

Some of the pictures do have German writing on them. And I did kind of translate for you underneath. So make sure you read the captions. Take your time looking at the pictures. Really kind of try to take them in. And then write your comment, question, or your phrase or word, and then leave it up on the wall near the picture.

Make sure that you get every single one. Take your time looking at them. Really think about what you want to write. And then once we're all done-- I'll give you about 15 minutes for this-- once we're all done, we're going to get back together. So get up and walk around.

[INDISTINCT CONVERSATION]

All right, everybody, so good job with that activity. You guys had lots of thoughts. I was reading some of the things you wrote-- really good questions you asked, really good observations.

So now what I'm going to have you do is work together in groups. I need you in groups of four or five, and I need five total groups. I'm going to assign you one of these five questions to talk about in your group. I'm going to give you some time to talk about it. Somebody should be writing some notes down, and another person should be nominated to speak out to the class. And so you guys can decide within your groups who will do that. Once you get into your groups, I'll assign you a number, and then you'll discuss, and we'll come back together, and your reporter will share out.

Five groups total.

Let's see, why was it so important?

Well, for one thing, they needed it in order to convince most of the citizens to follow some of their more intense ideas that they wouldn't be able to get them to follow directly.

The influence through the children and different ways, through advertisements and through children's books.

And even just teaching it in schools, too.

Yeah. And the audiences were directed towards the everyday citizens.

It's easier--

You have so many more platforms--

Yes, it's way easier to share, it's easier to rile people up. Because people are already on edge with history between countries.

So let's start with the first question. So the first question we had was, who were the audiences for these messages, and how were the messages conveyed? So group 1, what did you have to say about that?

We said that the audiences of these messages are everyday German citizens. And the messages are conceived in positive ways by showing or stating "joining the Nazi party will give you protection." And they target some of their propaganda towards the youth because they know the youth would be the next generation. So by brainwashing them to believe in the Nazis, they already will have a huge audience.

And then they conveyed this message through posters, paintings, teaching children negative things about the Jews in schools, advertisements, and children's books.

Good-- really good. So I like that you focus on-- I think that you focus on the Hitler Youth. And I'm assuming the children's book kind of had something to do with your answer.

So yeah, so it's really important to, when you're looking at these, to remember that it's not only adults that we're trying to convince of these messages. It's children. And why would-- and this is open to everybody-- so why would the propaganda posters that geared themselves towards children, why are those effective, and why would those be used?

Children are not mature, so they're not great at making decisions for themselves. So if they get repeatedly taught, hey, you should believe that the Jews are bad people, they'll start to believe it. Because unlike adults, where adults can tell whether something's right or wrong, children aren't as good about that. So they're kind of easier to convince.

Easier to manipulate, right?

Based on the images you analyzed, how do you think the Nazis used propaganda to define the identities of individuals and groups? And what stereotypes did it promote?

Nazis were trying to distinguish themselves from the Jews while looking like the dominant race. And then in the certain cases, like the picture of Hitler holding up the Nazi flag as a knight was showing himself as the leader, or kind of the overall king of the land or something.

And then it was like-- the other one was that all the Jews are worthless and they have no place in the world, kind of like those signs said, and how it was like "all Jews must die" and stuff.

I liked what you said when you said Hitler and the Nazis tried to distinguish themselves from others. So that idea that there's something about them that's special or more important than others. And what poster exactly were you referring to when you were thinking about that idea?

I was mostly thinking about the knight picture, and how it kind of pictured Hitler as kind of, just their knight in shining armor over the land.

When I saw that, I kind of thought that the portrait portrayed him to be superior. So I thought-- and especially with the Nazis, they thought they were the superior race. And I thought that was a good portrait that portrayed that.

I think it's really important for the students to be able to grasp something like the Holocaust. I don't necessarily love the question, "what would you do if you were here?" But more, maybe put yourself in this kind of mindset, and kind of look at the experiences of other people who would be in your position during this time period. This happened to people who were just like them. And people who witnessed this event were just like us.

I definitely think that my students met the learning outcomes for today's lesson. I wanted them to be able to speak intelligently about the propaganda images that they were faced with, and I also wanted them to engage in a meaningful discourse with their peers, and share out that important information that they gathered from their peers, giving the students a strong foundation in, think about the choices we make, and think about the way we react to the things that happen around us. And I think, as true with any sort of topic that you go through in class or book that you read, it's really important for them to connect. Because if they don't connect to something, then they don't care about it.

In this video, a high school class prepares to read Elie Wiesel’s Night. To build their historical understanding, students participate in a gallery walk to learn about the power of Nazi propaganda.

Guide Viewing Guide: The Power of Propaganda

You might also be interested in…

Connect, extend, challenge, reflecting on amanda gorman's "the hill we climb", activities for the first days of school, back to school: building community for connection and learning, current events in the classroom, reimagining school after covid, media and strategies for teaching enrique’s journey, learning to infer, holocaust and human behavior: a facing history & ourselves high school elective course, media and strategies for teaching farewell to manzanar, common core writing prompts and strategies links, unlimited access to learning. more added every month..

Facing History & Ourselves is designed for educators who want to help students explore identity, think critically, grow emotionally, act ethically, and participate in civic life. It’s hard work, so we’ve developed some go-to professional learning opportunities to help you along the way.

Exploring ELA Text Selection with Julia Torres

Working for justice, equity and civic agency in our schools: a conversation with clint smith, centering student voices to build community and agency, inspiration, insights, & ways to get involved.

Visit the Pennsylvania State University Home Page

Pedagogical Approaches With Canvas

Gallery Walk

How to Use Gallery Walk Impact on Learning Assessment Strategies Gallery Walk in Canvas Relevant Technologies Things to Consider Bibliography

Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. A gallery walk is a good way to assess what students have learned about the content being taught. The artifacts of a gallery walk can be anything from open-ended questions about the content being taught, to photographs related to the content, or even to demonstrations or finished projects. Often students work through a gallery walk in pairs or small groups. Each group visits each display station, taking notes on what they learn, then talking afterward to reflect upon their learning.

Gallery walks can be designed as a virtual digital activity for online learning. “Instead of displaying artifacts on poster board, paper, or canvas, students in an online environment can first create a digital learning artifact such as an infographic, slideshow movie, or web flyer and then post a link…” (Fegely & Cherner, 2022).

How to Use Gallery Walk

The following are some of the ways this teaching approach is used to engage students.

Current events : Students working in groups can follow a topic in current events, then organize a gallery walk to inform their peers about topics in the news and decide how to take action. Resources might include photographs, maps, infographics, articles, editorial cartoons, essays, videos, and whatever else they can find to immerse others in the topic.

Literature : To build background for assigned readings for the unit, have students complete a gallery walk with primary sources. Sources can include poetry, images, and quotes from historical figures.

Science : Students can gain experience with synthesizing variables involved in soil formation for different environments by studying climate, vegetation, parent material, topography, and time and how each contributes to soil properties. Students rotate through different stations, each has different images of soil from five different locations, showing both a surface view depicting land use as well as a soil profile. At each station, students make notes regarding their observations of the variables listed.

Step-by-step directions on how to create a gallery walk activity are available from SERC.

Impact on Learning

According to “ Why Use Gallery Walk? ” by SERC (2023a), this strategy can impact instruction through:

dedicating time for students to practice discussing, debating, organizing, and writing about the topic rather than just hearing ideas presented by the instructor
promoting the use of higher-order thinking skills such as analysis, evaluation, and synthesis
emphasizing the collaborative, constructive nature of knowledge
encouraging alternative approaches to problems, as students are exposed to a variety of perspectives posted at different discussion “stations”
reassuring students that their voices, ideas, and experiences are valued
providing an opportunity to gauge prior knowledge, skills, and misconceptions
promoting team building, fostering debate, and encouraging consensus as students work together to accurately represent group members’ ideas at different gallery walk “stations”
encouraging movement around the classroom as groups move from “station” to “station”

Assessment Strategies

Gallery walks can be assessed either informally or formally. A simple informal assessment might include a brief discussion about the process while more formal evaluations may involve oral or written presentations.

Exit tickets can also be used for assessment. Instructors can distribute exit tickets or reflection sheets at the end of the gallery walk. The exit ticket asks students to summarize their key takeaways, pose questions, or share their thoughts on what they learned. This provides an opportunity for individual reflection.

Rubrics can be used as a form of formal evaluation. Rubrics for oral reports, group work, and written reports all have evaluation criteria that can be useful for assessing the success of a gallery walk. Examples of rubrics for gallery walks are available at SERC.

Gallery Walk in Canvas

In Canvas, VoiceThread can be used to create and conduct an online digital gallery walk. VoiceThread is an online communication and presentation tool that can be used to easily share images, videos, voice comments, documents, and written comments. Penn State provides students and faculty access and support to using VoiceThread.

Relevant Technologies

Online digital gallery walk : To conduct a gallery walk online, use Sites at Penn State to create a course wiki with a page for each gallery walk exercise. Students are assigned to groups for each problem or project. They then create the content for each station in digital format. The students can visit and view the answers or projects posted for each of the virtual stations and they can continue to add content, edit, and correct any of the problems they worked on.

QR codes : Create QR codes that link to short passages of text, images, datasets, video clips, or audio clips related to the topic you are teaching. Tape the QR codes up around the room. Provide students with a graphic organizer, guided notes sheet, or reflection sheet to complete as they scan the QR codes and examine each resource.

VoiceThread : This is an online communication and presentation tool that can be used to easily share images, videos, voice comments, documents, and written comments. Penn State provides students and faculty access and support to using VoiceThread.

Things to Consider

For successful implementation of the gallery walk, you should consider the following strategies:

Divide participants into groups.
Assign each group a specific segment of the topic being covered.
Be clear that each person must understand the text and images on the poster to present the information effectively.
Allow time for the groups to help one another focus on key components to be shared at each station.
Use whatever space you have available around the room or in the hallway.
Give specific directions at which station each group will start and what the rotation will look like.
Identify a speaker for each station.

Plan a short activity to debrief after all groups have visited each station.

Bibliography

Cabal, C. (2021, February 4). Digital gallery walks with QR codes for creative writing . Blog De Cristina. https://www.cristinacabal.com/?p=14406

Fegely, A., & Cherner, T. (2022, June 24). Digitalizing gallery walks: A method for student-centered feedback and engagement . Teaching Online Pedagogical Repository, Center for Distributed Learning, University of Central Florida. https://topr.online.ucf.edu/digitalizing-gallery-walks-a-method-for-student-centered-feedback-and-engagement/

Francek, M. (2006). Promoting discussion in the science classroom using gallery walks. Journal of College Science Teaching , 36 (1), 27–31. https://my.nsta.org/click?file=jcst0609_27.pdf

Gonchar, M. (2014, October 7). 50 ways to teach with current events. The Learning Network, The New York Times . https://archive.nytimes.com/learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=0

Hogan, J. (n.d.). Gallery walks . Missouri S&T. https://sites.google.com/a/mst.edu/certi/flc-active-learning/gallerywalks

Noah, T. (2022, August 18). 8 ways to use QR codes in the classroom . Northern Illinois University Center for Innovative Teaching and Learning. https://citl.news.niu.edu/2022/08/18/8-ways-to-use-qr-codes-in-the-classroom/

Science Education Resource Center (SERC) at Carleton College. (2023a, October 18). Why use gallery walk? Starting Point – Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/gallerywalk/why.html

Science Education Resource Center (SERC) at Carleton College. (2023b, November 6). What is gallery walk? Starting Point – Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/gallerywalk/what.html

Science Education Resource Center (SERC) at Carleton College. (2024, January 9). Assessing gallery walk . Starting Point – Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/gallerywalk/assessment.html

Featured Articles
Report Card Comments
Needs Improvement Comments
Teacher's Lounge
New Teachers
Our Bloggers
Article Library
Featured Lessons
Every-Day Edits
Lesson Library
Emergency Sub Plans
Character Education
Lesson of the Day
5-Minute Lessons
Learning Games
Lesson Planning
Subjects Center
Teaching Grammar
Leadership Resources
Parent Newsletter Resources
Advice from School Leaders
Programs, Strategies and Events
Principal Toolbox
Administrator's Desk
Interview Questions
Professional Learning Communities
Teachers Observing Teachers
Tech Lesson Plans
Science, Math & Reading Games
Tech in the Classroom
Web Site Reviews
Creating a WebQuest
Digital Citizenship
All Online PD Courses
Child Development Courses
Reading and Writing Courses
Math & Science Courses
Classroom Technology Courses
A to Z Grant Writing Courses
Spanish in the Classroom Course
Classroom Management
Responsive Classroom
Dr. Ken Shore: Classroom Problem Solver
Worksheet Library
Highlights for Children
Venn Diagram Templates
Reading Games
Word Search Puzzles
Math Crossword Puzzles
Geography A to Z
Holidays & Special Days
Internet Scavenger Hunts
Student Certificates

Newsletter Sign Up

Search form

Gallery walks in the classroom: opportunities for creative feedback.

Are you ready to inject a burst of creativity into your teaching routine? Well, buckle up because we're diving into the world of Gallery Walks. This game-changing strategy transforms your classroom into a hub of inspiration, collaboration, and constructive feedback.

Setting the Stage: What's a Gallery Walk Anyway?

Imagine your classroom as an art gallery filled with colorful masterpieces that aren't just on paper but also in your students' minds. A Gallery Walk is like opening night, where these young artists proudly display their work and share their stories with the world—well, at least with their classmates. It's about fostering a community of learners actively engaging with each other's ideas.

Why Gallery Walks?

Before we dive into the nitty-gritty, let's address the burning question: Why bother with Gallery Walks? Will it be just another activity to stress out teachers?

It’s the complete opposite, actually. See, it's all about creating an atmosphere where feedback isn't a chore but a celebration of growth. It nurtures a sense of ownership and responsibility among students as they become active participants in their learning journey.

The Anatomy of a Gallery Walk

1. preparation is key.

First, you will need to decide what and how your students will display. Will they be showing off an essay, science project, photo collage, or even a book review? Think about the best way for their projects to be viewed easily as people pass through the classroom.

Next, give each student a unique space to display their work. It could be their desk, a designated wall area, or even the floor if you're feeling adventurous. Lastly, you need to have all the necessary materials—plain index cards and markers to label student work and maybe a few artistic decorations to spruce up the gallery.

2. Guiding the Journey

Introduce the concept to your students with enthusiasm. Explain that they are about to embark on a journey through a gallery of ideas. Assign a specific amount of time for the walk, encouraging students to absorb every detail of their classmates' work.

3. Engagement Station

Set up an engagement station for each piece of work where students can leave feedback. This could be in the form of sticky notes, encouraging words, or even a simple drawing.

The goal is to create an environment where constructive criticism is welcomed and positive reinforcement is celebrated.

4. Feedback Fiesta

After the walk, gather the troops and let the feedback fiesta begin!

Encourage students to share the highlights of their gallery experience. This builds confidence and opens up opportunities for discussion, collaboration, and a deeper understanding of the subject matter.

Activities to Spice Up Your Gallery Walk

1. theme-based galleries.

Shake things up by introducing themes for your Gallery Walk. A themed approach adds excitement and purpose to the activity, whether it's historical figures, scientific discoveries, or literary characters.

2. Peer-Led Tours

Turn your students into docents! Allow them to lead small groups through the gallery, sharing insights and discoveries. This boosts their public speaking skills and reinforces their understanding of the material.

3. Interactive Displays

Encourage students to go beyond traditional displays. Incorporate multimedia elements, such as QR codes linking to short videos or audio explanations, to add an interactive dimension to their exhibits.

4. Gallery Walk Reflections

Cap off the experience with a reflective session. Ask students to jot down what they learned from their peers' work and how it influenced their own understanding. This simple practice promotes metacognition and self-awareness.

Addressing Common Concerns

But what if students don't take it seriously.

Set expectations from the get-go. Emphasize the importance of respect and active engagement. Once students understand that their gallery is a space for genuine learning, they'll rise to the occasion.

Won't it take up too much time?

Gallery Walks can be as short or as extended as you need them to be. You're in the driver's seat, so tailor the activity to fit your schedule.

What about shyness and anxiety?

A Gallery Walk is a non-threatening way for students to share their work. Knowing that their classmates are there to celebrate their efforts often helps ease anxiety. Plus, it's a fantastic opportunity to teach and reinforce empathy within the classroom.

The Aftermath: Celebrating Growth

As educators, our ultimate goal is to witness academic and personal growth. Gallery Walks provide a platform for students to showcase their accomplishments and witness the blossoming of their peers. It celebrates creativity, collaboration, and the diverse minds in our classrooms. The journey is yours to design, and the possibilities are as endless as your class’s creativity. Let the Gallery Walks begin!

Written by Brooke Lektorich

Education World Contributor

EW Lesson Plans

EW Professional Development

Ew worksheets.

top education news, lesson ideas, teaching tips and more!

No thanks, I don't need to stay current on what works in education!

SchoolNotes.com
The Educator's Network

⋮⋮⋮ ×

Gallery Walk

First Publication: April 29, 2005

Compiled by Mark Francek ( more info ) at Central Michigan University ( more info )

What is Gallery Walk? --a discussion technique for active engagement

Why use gallery walk --promotes higher order thinking, oral/written presentation skills, and team building, how to use gallery walk --student teams rotate between posted charts, gallery walk examples --a variety of sample questions for a variety of earth science topics, references on gallery walk.

Dynamic Classroom Engagement through Gallery Walks: An Exploration of 5 Effective Strategies for Language Learning

February 16, 2023

Are you tired of watching your students fall asleep during class or scrolling through their phones with little to no engagement with the lessons? Want to bring life back into your language lessons? Look no further than Gallery Walks! This strategy gets your students moving while they engage with different tasks, but the key to success lies in designing purposeful and meaningful activities.

In this post, I dive into the three pillars of effective Gallery Walks and discover how this approach can elevate your students’ comprehension, communication, and connection in the target language. In episode 21 of Growing with Proficiency – The Podcast, I give examples and more details on this strategy. Click above to listen or go HERE to also get all the links I mention.

By considering these three pillars when designing Gallery Walk tasks, you can create engaging and effective activities for your language students. This can lead to a more dynamic and active classroom experience and help students to develop their language abilities. Have you grabbed your FREE copy of my framework that details these pillars? Click HERE to download your copy.

3 Pillars of Effective Gallery Walks for Engagement

The first pillar of designing successful Gallery Walks is comprehensibility. This means that the content used in the task should be within the language abilities of the students. This is important because students need to be able to understand the content in order to engage with it.

The second pillar is purpose with meaning. This means that the task should have a clear and meaningful purpose for the students. When students understand the purpose of the task, they are more likely to be engaged and motivated.

The third pillar is communication. This means that the task should involve communication between the students and with the teacher. It can involve speaking, writing, or both. Communication helps build connections between students and the teacher and helps students to engage with the content in a more meaningful way.

5 Effective Ways to Use Gallery Walks for Engagement

Now, let’s look at different types of Gallery Walks for classroom engagement. I’m sharing five types that I use with my students. You can hear me explain these in more detail in episode 21 of the podcast.

Image Gallery Walk

With this type of Gallery Walk, students are given descriptions and must match the image with the description. You can set this up inside or outside of your classroom. I like to do this in the hallway. Usually, I use about 10 images so students aren’t bunched up together. You can use 10 different ones or 5 images and then duplicate them.

Images provide students with a visual representation of new vocabulary words and promote language acquisition by presenting words in context. You can give students different tasks for the images. For example, you can write different descriptions and pass them out. Then, students have to match the description with an image. As students advance, they can even write their own descriptions or select an image to write about, offering additional opportunities for language development and connection-building. I talk about more tasks in the podcast, listen above.

Questions Gallery Walk

For this type, I put up about 15 different questions around the room. Students, sometimes in pairs, go around and answer the questions. You can also challenge them by telling them to answer a certain number of questions. By asking questions, students are encouraged to engage with the text and use their critical thinking skills to find evidence to support their answers. This type of gallery walk promotes critical thinking and encourages students to make connections between the text and their own experiences. I also like to have different levels of questions so all of my students feel successful when participating.

Conversation Gallery Walk

This type is really good for engagement. I put up topics or questions for my students and give them a certain amount of time to write their answer or what they know about the topic. Students select a picture or topic and write down their thoughts.

Then, they have 2 minutes to discuss and ask questions with a partner or in a small group. This type of Gallery Walk encourages students to use the target language to communicate their thoughts and ask questions. By engaging in these student-led conversations, students are able to build their communication skills and become more confident in using the target language. In episode 21, I talk about how I first model this type of Gallery Walk before having my students participate. Listen HERE .

Brainstorm Gallery Walk

Brainstorm Gallery Walks are great for reviewing or finding out what students know about a topic before a unit. I usually make posters or you can use legal sized paper for this. Students write down anything they know about the specific topic or picture. This type of Gallery Walk also provides students with an opportunity to share their knowledge and use the target language to describe their thoughts. As students share their thoughts and ideas, they are able to expand their vocabulary and develop their creativity.

Presentation Gallery Walk

This is the one I used when I started doing Gallery Walks. Students work individually or in pairs on different topics related to a theme and present to a small group of their peers. I also give my students a purpose for their research. I provide more of an explanation about this HERE .

This type of Gallery Walk provides a low-pressure environment for students to practice their presentation skills and encourages engagement between students. By presenting to a small group of peers, students are able to receive constructive feedback and improve their presentation skills while also honing their critical listening skills. A fun way to also do this is to record the presentations, then create a QR code and print them on sheets of paper to be placed in the hallway. Then, students and faculty can scan the code and watch each presentation. My students love this! I hope that you found this helpful and inspiring.

Listen to episode 21 of Growing with Proficiency – The Podcast for more tips and information on doing these Gallery Walks for higher classroom engagement. You can also find all of the podcast episodes HERE . Don’t forget to also grab your FREE copy of my framework HERE .

3 Responses

Your work is invaluable! Thanks for sharing!

Claudia! Thank you for sharing Gallery Walk. I am sharing the link to your podcast with the English teachers and Peace Corps volunteers I support in Colombia. Your influence and ideas are transformational!

Thanks so much for this ideas! I loved the podcast and that I can come here and read all summarized here. Thanks so much Claudia for your hard work.

Hi, I'm Claudia!

I help World Language teachers so that they can engage language learners with comprehension, communication, and connections. Let’s build proficiency!

Learn more about me and how I can help here!

Let's Connect!

Get my framework to help you create your lesson plans..

Using Gallery Walks in the Classroom

By Shelley Gray
September 11, 2012

How to Use Gallery Walks in the Classroom blog post

How can I use gallery walks?

Gallery walks can be used in any subject area and for any topic, simply by setting up your activity a bit differently. For example, gallery walks are great for math concepts such as number sense . Post about 20 different tasks around the room. Have students rotate from task to task, solving them on a personal clipboard. Students are doing what could have been an in-desk activity, but by incorporating movement you will increase interest and motivation. Another way to use gallery walks is to post questions on chart paper around the room. Have students rotate from paper to paper, adding their answer to the chart paper. This is sometimes called a carousel.

Another way that I love to use gallery walks is in the computer lab. When I have students create PowerPoint presentations for a certain concept, I like to use the computer lab for a final gallery walk. Each student opens her presentation on one computer and inserts a slide at the end for comments. When the gallery walk begins, students rotate from computer to computer, reading another person’s presentation. When he is finished reading, he types a positive comment on the last slide. Now when the gallery walk is finished, each person has a page full of positive feedback to read about their presentation.

How to Use Gallery Walks in the Classroom blog post-2

Hi Shelley! I used a gallery walk in my 5th Grade classroom for the first time this last week. We were working on adding decimals, and I had each group create a poster demonstrating how they solved a story problem. Then we did a gallery walk to observe how others thoughts/posters/methods of solving were different or similar!

I actually found your blog via the TBTS Grade 3-6 Cross Promotion List and I'm happy to be your newest follower! Amber @ The Teacher Life

can i get an example of the lesson plan which is in form of Gallery Walks?

Pingback: Vocabulary Building Activities | Pearltrees

Pingback: 4 CLASSROOM MANAGEMENT TIPS FOR THE BEGINNING OF THE YEAR - Shelley Gray

Pingback: 5 WAYS TO HELP YOUR KINESTHETIC LEARNERS - Shelley Gray

Pingback: How To Use the Cooperative Learning "Carousel" Strategy - Shelley Gray

Pingback: Class Management | Pearltrees

Free Fast Finisher Activities

Master the Multiplication Facts!

Make math relevant!

$presentation gallery walk$

A fun math game!

The Best Way to Teach Multiplication Facts

Our Mission

Enliven Class Discussions With Gallery Walks

From chalk talks to computer tours, learn how to engage your students in small-group and whole-class discussions.

Three teenage students are talking and smiling as they look at a computer tablet.

Students routinely talking with each other should be a staple in classrooms. We know this as teachers. Social development theory (and I’m sure plenty of your own observational data) backs up the benefits of it. Regardless of age, we know students need time with their peers to share, discuss, grab new ideas, build on ones they already have, and reflect. They can do this in pairs or triads, and it only takes a few minutes.

However, if we want our classrooms to be truly student centered, then our students also need to be sharing—and teaching each other—in much grander ways than just pair and share.

Gallery walks get students up and out of their chairs and actively engaging with the content and each other. In gallery walks, students might display their computer or tablet screen, a group-made poster, a paragraph they’ve written, or a collage they’ve designed. Classmates peruse each other’s work, perhaps providing feedback or praising each other, or both. Gallery walks can also be curated by the teacher, a premade display of:

Published poems
Historical images
Thought-provoking statements
Hot-button topics

Whether the gallery consists of materials made by students or by others, students can contemplate these artifacts silently while circulating, respond in conversation with a gallery walk partner, or jot down comments on sticky notes and paste them next to the displays. During this time, the teacher’s primary role is facilitator and/or participant.

Here are five specific suggestions for gallery walks in your classroom:

1. Question-Answer Brainstorm

Students individually make their way around the room and compose answers to questions displayed (directly on the poster or with sticky notes). Invite students to also reflect on answers written by other students—a sticky note can be a response to another sticky note.

2. Chalk Talk

If your class is studying a concept word—for example, justice —you can place posters around the room that say, “Justice Is . . .” and “Justice Is Not. . . .” Provide markers and have students write examples and definitions of what the concept is and what it is not. They can also draw symbols or stick figures. Invite students to comment next to what others have written (they might agree, disagree, or ask a question). Chalk talks are most powerful if done in silence. Children reticent to share verbally in large and small groups often shine with such an activity as this.

3. Station-to-Station

A group of three or four students make their way to a chart (station) where a question is posed. Each group discusses the question and writes comments. One student will write as the others talk. After several minutes, each group rotates to the next station. They can add new comments or comment on the comments of the previous group. Before your students return to their seats, make sure that they get a chance to see what other groups have written. The posters can then be tools for individual writing or for whole-class discussion.

4. Computer Tour

Assignments on laptops or tablets can be engrossing for students, yes, but they can also be isolating. Stopping the individual work, pausing, and asking students to take a quick cruise around the room to see what others are doing (on their Prezi research report, for example) can assist with the learning. Half of the students remain with their devices so they can give a quick click through of their work while the other half visit and ask questions—then switch. Fifteen minutes of this can inspire and motivate in ways you might not imagine.

5. Project Share

If your students are working in groups—and there is a lot to glean from the groups—pause the projects or tasks and ask your students to leave their materials (research articles, images, websites, notes) on their desks and walk around to see the process and progress of others. Afterward, ask the groups to reconvene and debrief on what they saw others doing. Follow this with a whole-class discussion so your students can share what questions they might have for other groups and how they were inspired.

Gallery walks make learning social, student-centered, and engaging. As Lev Vygotsky and other cognitive psychologists note, social interaction is essential to learning. How have you used gallery walks to bring learning to life in your classroom? Please share in the comments section below.

Publications
Conferences & Events
Professional Learning
Science Standards
Awards & Competitions
Instructional Materials
Free Resources
For Preservice Teachers
NCCSTS Case Collection
Science and STEM Education Jobs
Interactive eBooks+
Digital Catalog
Regional Product Representatives
e-Newsletters
Browse All Titles
Bestselling Books
Latest Books
Popular Book Series
Submit Book Proposal
Web Seminars
National Conference • New Orleans 24
Leaders Institute • New Orleans 24
National Conference • Philadelphia 25
Exhibits & Sponsorship
Submit a Proposal
Conference Reviewers
Past Conferences
Latest Resources
Professional Learning Units & Courses
For Districts
Online Course Providers
Schools & Districts
College Professors & Students
The Standards
Teachers and Admin
eCYBERMISSION
Toshiba/NSTA ExploraVision
Junior Science & Humanities Symposium
Teaching Awards
Climate Change
Earth & Space Science
New Science Teachers
Early Childhood
Middle School
High School
Postsecondary
Informal Education
Journal Articles
Lesson Plans
e-newsletters
Science & Children
Science Scope
The Science Teacher
Journal of College Sci. Teaching
Connected Science Learning
NSTA Reports
Next-Gen Navigator
Science Update
Teacher Tip Tuesday
Trans. Sci. Learning

MyNSTA Community

My Collections

Promoting Discussion in the Science Classroom Using Gallery Walks

Journal of College Science Teaching -- September 2006

Share Start a Discussion

Gallery walk

hadijahjaffri

Created on March 30, 2021

A short and brief description about gallery walk as a technique which incorporated brainstorming (discussion) strategy. Students have to be active in giving and sharing their ideas when they answer or complete a task at a specific station.

More creations to inspire you

Tangram presentation.

Presentation

VALENTINE'S DAY PRESENTATION

Human rights, libraries librarians, iau@hlpf2019, spring in the forest 2, explloring space.

Discover more incredible creations here

How to make your classroom active?

Active Learning Strategy- Gallery Walk -

Think about this....

Before we start.....

We learn better when ...

Teach others

Practice doing

Demonstration

Audiovisual

Why is it important to implement active learning?

Gallery Walk?

So, what is .......

Gallery Walk is ......

an active learning technique using brainstorming strategy that allows students to exchange ideas by taking turn to give their feedback/response/comment through answering a question or completing a task at a specific station.

Discuss the questions/tasks once students have completed all tasks.

How to conduct a Gallery Walk activity?

Set a timer for students to move around.

Assign each station with a question/task.

Decide on the amount of questions or tasks related to the topic.

Think about a topic that you want to discuss.

Gallery Walk

Each station has a task. Students need to complete the task at each station before moving on to the next station.

Some tips to control student movement ......

Manage your time well. Make sure each student is allowed to be in one station for a specific duration of time.
Each student may begin from a different station.
Limit the number of students to be in a station at a time to manage crowd.
Instruct the students to move on to the next station individually and in orderly manner.
If you have a large class, you can have more stations.

An example of accumulated answers that students wrote at a station.

A student has to wait for her turn to write her answer, while her classmates were writing their answer at two different stations.

Face-to-face Gallery Walk

Follow the five steps.
Decide on whether you want the discussion to be held synchronously or asynchronously.

An example of Gallery Walk using Jamboard. A frame is regarded as a station.

Identify the available platforms that can be used for online discussion (Padlet? Jamboard? Trello? Zoom? Google Meet? WebEx?)

How to use Gallery Walk using Online Platform?

5 steps to conduct a Gallery Walk activity

Set a timer for students to complete a task at a station.

Students wrote their answer/ response in a Jamboard frame. A frame is considered as a station.

Several questions were posted in a Padlet page. Each post is considered as a station.

Gallery Walk Using Online Platforms

Students were given a task to find a comic strip. They have to share their comic strips with others in a platform i.e. Padlet. A short description of the comic strip was also given by each student. In this example, one Padlet page is considered as a station.

Gallery Walk Using Padlet

Students were given a question to write a short reflection about a topic. A Padlet page is considered as a station.

All the best!

Magna Publications Incorporated (2017) Active Learning: A Practical Guide for College Faculty, Wisconsin: Magna Publications
Elizabeth F. Barkley (2020) Student Engagement Techniques: A Handbook for College Faculty, California: Jossey-Bass

For more information, you may refer to.....

Assoc Prof Dr Faezah Abd Ghani

Dr Jamilah Ahmad

Assoc Prof Dr Baharin Abu

Dr Siti Nisrin Mohd Anis

Dr Hadijah Jaffri

Assoc Prof Dr Azlina Mohd Kosnin

Assoc Prof Dr Narina A. Samah

Dr Doria Abdullah (Sub Group Leader)

Active Learning - FSSH

Assoc Prof Dr Narina A. Samah(Padlet - Example 4)

Dr Doria Abdullah (Padlet - Example 3)

Contributors:

The Clever Teacher

September 2, 2024 By Becca Leave a Comment

Great Plains Lesson for Kids (Gallery Walk)

Filed Under: Native Americans Tagged With: Free History Lesson

Cue the Great Plains Lesson for Kids (complete with a gallery walk) to save you time and get those students moving. This lesson will be a welcome addition to your Native American History unit, and it also happens to be completely free!

What is a Gallery Walk activity?

A gallery walk is a versatile teaching strategy that gets your students out of their chairs! You prepare for class by hanging posters, images, quotes, or questions around the room.

During the Great Plains Lesson for Kids—or any gallery walk— students move around the classroom and visit each station as though they were walking through a gallery (like at a museum).

What students do at each station will depend on your lesson goals. Perhaps you are introducing a new unit, like Native American Regions. Rather than give a regular lecture with slides, tape the same information on your classroom walls! Students can fill in guided notes while you watch them learn from every side of the room.

Why students (and teachers) love Gallery Walks

The moment students walk into your classroom, they’ll notice “new” things on the walls. You may hear some eager voices asking, “What’s that?” or “What are we doing today?” Without saying anything, you will have piqued their interest in your Great Plains lesson for kids!

A gallery walk will allow your students to get out of their seats and be in charge of what they are learning. Instead of listening to the teacher talk, they explore the classroom and the new ideas you are presenting.

On the teacher side, you get to watch them ‘discover’ history. You can use this gallery walk time to have conversations with individuals or small groups and check for understanding. You don’t have to do a song and dance to keep students thinking about the lesson. And this Great Plains Lesson for Kids already has your gallery walk planned and formatted for you to be successful. Everybody wins here!

Free Great Plains Gallery Walk Lesson

Projector/Computer
Great Plains Photos (Google Slides Presentation)
Great Plains & Lakota (Sioux) Student Worksheet- one for each student
Great Plains Gallery Walk Posters- printed and hung up around the room
Tablets/Computers with headphones for early finishers

Objective : I can identify natural resources and landforms in the Great Plains region. I can explain key details about the culture and history of the Lakota Tribe.

Before the Lesson: Print and hang up the Great Plains Gallery Walk Posters #1-10. Make copies of the student worksheet (one for each student). If you expect to have early finishers, set up a computer station with headphones and provide the Early Finishers Activity Sheet (Linked in Great Plains Lesson Directions).

During the Lesson :

Discuss: What is a natural resource? What is a landform? Analyze the photos. Ask students what landforms or natural resources they see.

Find a station/poster in the room. Read the information, then fill in the student worksheet. If they are at poster 1, they should answer the question in box 1 of their worksheet.
Once they have completed a box on their worksheet, move on to another station/poster.
If they finish early, go to the computer station with headphones. Choose an ‘Early Finisher Activity.’
What did you learn about the Great Plains and Lakota tribe?
How did living on the plains affect the culture of the Lakota tribe?
3 Things I Learned about the Great Plains Region and Lakota tribe
2 Details about the Region Where I Live (Landform/Natural Resources)
1 Question I Still Have

Alternative/Remote Option : Share the Great Plains Lesson with your students via Google Classroom. Students can fill in the worksheet digitally using text boxes and then submit.

Tips to Help Your Gallery Walk Lesson Be Successful!

You’re excited to get your students moving around the room. You also want to make sure they are actually learning! Here are three things to think about before you teach this Great Plains Lesson for Kids.

Consider your numbers

How many students do you have? This Great Plains Lesson for Kids includes 10 informative posters about the Great Plains Region and the Lakota tribe. Once you’ve printed and taped up these sheets around your classroom, you’ll want to think about how your students will move through the classroom.

Students should be spread out when they begin the gallery walk. (10+ students all trying to look at one printed 8.5×11 piece of paper on the wall = a recipe for disaster!)

Try counting your students off (1-10), then have them begin at that corresponding poster. You can have them rotate to the next number once they finish reading and adding to their worksheet. The counting-off also helps mix the class up and prevent the gallery walk from becoming a social hour!

Another less structured method could be to set a rule, such as, “No more than 3 students at a poster.” When students complete one station, they should find another poster with two or fewer students working there.

Consider your time

Depending on your class length, it may be helpful to give them a set amount of time at each station (such as 3-5 minutes). When the timer goes off, have them all rotate. If you go this route, it’s helpful to project your countdown timer on the board so they can stay on task. This timer method helps keep things orderly and prevents log jams!

On the other hand, you may have students who finish activities quickly and would get bored waiting for the timer. You could have those students work at their speedy pace, then offer some ‘early finisher’ opportunities. You’ll find four of these resources in the Great Plains Lesson for Kids. (These links will require a computer to watch/listen.)

Consider your expectations

We’ve all been there. You said “go” a little too quickly, realizing with horror that your directions weren’t clear enough. Classroom chaos ensued, and now you’re scrambling. By setting clear expectations before you begin the gallery walk, you and the students can have a positive experience.

Directly state what you need to see and hear during the activity. You may want to clarify volume standards, such as “quiet inside voices.” The movement in a gallery walk is fantastic, but you want students to know you still expect them to work!

You know your students best! If you are comfortable with students moving around the room in any order, fabulous! But for anyone nervous about trying a gallery walk, timers and counting students off can help your experience be a success! Whatever method you use, clarify your expectations to students before you say “Go!”

Download your FREE Great Plains Gallery Walk Lesson

It’s finally time to get those students out of their chairs and learning about the Great Plains Region and the Lakota tribe!

Need more help teaching about Native American History?

Check out some other lessons and materials to keep your students learning about Native American History!

3-Week Native American History Unit : This all-inclusive unit provides interactive lesson plans about Indigenous groups from eight cultural regions: Eastern Woodlands, Great Plains, Southwest, Pacific Northwest, Plateau, Great Basin, California, and Southeast.

Or, get the Native American History Unit even cheaper by bundling . My Ultimate Savings Bundle includes all my U.S. History resources at a 20% discount.

Plan All Your Lessons in 5 Minutes

I know the challenge of developing a high-quality history curriculum from scratch.

Save countless hours and secure the best deal with my Ultimate Savings Bundle .

Great for teachers who need everything at a significant discount.

Get 20% off all of my U.S. history resources with this bundle.

What’s included?

All of my interactive units covering Native American Regions to the Civil War (28 weeks of lesson plans)
All U.S. history Quote of the Week resources (40 weeks of engaging and rigorous bell work that integrates literacy skills)

Who is this for?

New teachers seeking top-quality, ready-to-go lessons.
Experienced teachers needing fresh resources and more free time.

Save 20% and reclaim your prep time with the Ultimate Savings Bundle!

Grab a free Civil War Battles lesson

Enter your email now to get access to the lesson and receive free resources and strategies for teaching about the Civil War!

No spam. Unsubscribe at any time.

I help busy teachers fall in love with teaching history.

Prichard Art Gallery

875 Perimeter Drive , Moscow , ID 83844

208-885-6111

Museum Website

The Pritchard strives to leadership in the presentation of contemporary visual arts within the Northwest. The gallery programs seek to encourage experimentation through the presentation of new works by emerging and established artists.

The Prichard Art Gallery is an outreach facility of the University of Idaho College of Art and Architecture. Established in 1982, the gallery is located in downtown Moscow and serves the community and the university year-round.

The gallery presents a comprehensive and balanced schedule of exhibitions annually.

Calendars

The 1912 Center is a community building that has free drop in rooms (like the Welcome Room, Book Room and Friendship Hall), senior meals and programs, a hallway gallery, free community programs like Winter Market, Welcome Table, 1912 Center Makes! and AARP Tax Aide and rooms to rent for public and private events. Official office hours are Monday through Friday 9 a.m. to 6 p.m. but the building is open whenever events are booked allowing the public to visit in the evenings and on weekends too. Not sure if we are open? Check the calendars on the side bar to see if something is going on then feel free to stop by!

The 1912 Center has many rooms of varying sizes and price points to help individuals, non-profits and businesses to host small events on up to 150 guests. Please check out our Rentals page to learn about the rooms and then click on the calendar link for the room you are interested in to see if the date you are hoping for is available. Not sure what room is right for your event? Contact the office by phone or text at (208) 669-2249 and Jenny will be more than happy to help you figure out what will work best!

On the first floor level of the 1912 Center the building features a hallway gallery that is host to a wide variety of art exhibits through out the year. The public is invited to come walk through the exhibit any time the building is open for events.

We also host a community art show once a year that receives art on the year's theme the Monday prior to the first Friday in February. All are welcome to participate from young to old, seasoned to novice artists!

Shows and artists who will be featured in the hallway gallery over the next months are:

Art by Ludmilla Parez Saskova
Opening Thursday, June 15th 4 to 8 p.m. for Artwalk
Show through August 2023

Idaho Watercolor Society's Traveling Show
Show during September 2023

By Ari Burns and David Harlan
October and November 2023

Work from the Palouse Women Artists
December 2023 and January 2024

Community art show, one piece of art per artist
Receiving art on the theme on Monday, January 29th, 2024
Opening event Friday, February 2nd, 2024 from 5 to 7 p.m.

The 1912 Center has cut the ribbon to the second floor of the facility and you are invited to tour the newest addition to the usable spaces available in the building any time to see what has been added. In addition to the Mark Ford Anderson staircase (west side of the building) and the Community staircase on the east side of the building, we now have a beautiful second floor hallway, four new bathrooms and four new spaces to rent: the Lecompte Auditorium, the Reception Gallery, the Community Living Room and the Green Dragon Game Room.

The Lecompte Auditorium, named for the first major donor to the 1912 Center renovation, Janet Lecompte, features elevator access to a small stage, a large drop-down screen, ceiling-mounted projector, cushioned seating for up to 100 guests, beautiful wood floors and indirect sunlight from north-facing windows. This room can be arranged with rectangle tables for classes or lectures, rows of chairs with an aisle for weddings, or with nothing in the room to teach a fitness class in the space. Black-out shades can be used to assist with presentations in the room.

On the south side of the second floor, across from the Lecompte Auditorium, is our new Reception Gallery. This room with a large entrance from the hallway through sliding pocket doors, features wood floors with south-facing windows, seating benches by the windows and a view of the tree tops. This room can be used for a group of 60 people for a seated dinner or more for a standing reception. A back bar with a small sink and tall counter are on the west side of the room. The room can be set up with rectangle or round tables and can also be used as an open floor for dance classes.
The second floor also features the Community Living Room that can be rented for smaller gatherings and the Green Dragon Game Room that has regular game times for Bridge, Pinochle, Mah Jongg and Bingo. The Game Room can also be rented for evening and weekend private use.

If you are interested in learning more about the rentable spaces on the second floor, please contact Jenny Kostroff in the office at (208) 669-2249 or by email at .

Rooms can be rented seperately or together for events and they can also be added to a Great Room rental (for example, as a wedding location upstairs before a reception in the Great Room). We are happy to show you around the new floor so feel free to come on by when the building is open. Please note, the side doors on the 1912 Center are only unlocked during events on the second floor so please enter on the southeast side of the building's first floor, by the 1912 Center bench, to find the office then you can head upstairs via stairs or elevator.

Due to the fantastic community support in 2022, the facility continued to grow adding two more classrooms on the west end of the second floor. The Barr Family Historic Classroom and Book Room are now open!

The Book Room may be used at no cost any time the building is open and the room contains a large book shelf featuring a community used book sale in partnership with Moscow Friends of the Library. Funds raised are shared equally between the 1912 Center for operations of the room and Friends of the Library to support the programming that they offer to the community (like summer reading funding).

The Barr Family Historic Classroom is home to the Pen & Primer Project. This program allows area 4th graders to attend a day in the life of a student in 4th grade in 1913. Teachers interested in signing up their classes for this fall program can contact our office at (208) 669-2249. Students use nib pens, write with chalk, practice marching drills, use a 1913 Primer and more for a fun filled day!

We are still fundraising to be able to complete the third floor. Yep, there is another floor to go! Feel free to donate to help us to finish the renovations. The third floor is a big and beautiful one that our community will love to use. Help us to get there with your gift today!

Questions about the renovation project? Please contact Jenny Kostroff in the 1912 Center office at (208) 669-2249 or e-mail the 1912 Center at and she will happily share with you what is happening at the building. Thank you so much for your shared excitement as we get more space renovated inside the 1912 Center as soon as possible!

In the meantime, please visit our or find us on Instagram under 1912 Center for updates on happenings in the building and photos of events in the spaces to help you plan your next visit to the 1912 Center. We appreciate your support!

(HAI) Enriching lives and creating community by operating and restoring the 1912 Center.

1912 Center is open Monday through Friday from 9 a.m. to 6 p.m.
412 East Third Street * Moscow, ID 83843 * (208) 669-2249
Located between Adams & Van Buren
Just three blocks up from downtown on Third Street, across from Moscow High School

Please walk, bike, carpool or use the bus to come to the 1912 Center as parking is limited.
Also, be considerate of our neighbors and do not block their driveways.

An official website of the United States government

Here’s how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock A locked padlock ) or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites.

Biden-Harris Administration Kicks Off National Recovery Month with Walk for Recovery and Gallery of Hope

Today, leaders from the U.S. Department of Health and Human Services (HHS), the Office of National Drug Control Policy (ONDCP), and the Substance Abuse and Mental Health Services Administration (SAMHSA) joined recovery advocates to kick off observance of the 35th National Recovery Month at the second annual SAMHSA Walk for Recovery. The National Walk for Recovery supports and celebrates recovery from substance use and/or mental health conditions while reducing stigma.

In addition to hosting the walk, SAMHSA published the Gallery of Hope which features over 250 visual art entries submitted to the Art of Recovery project. The gallery highlights the transformative impact of art on mental health and substance use recovery.

“When people struggle with mental health challenges and addiction, it impacts all of us. Recovery is attainable for anyone battling mental health challenges and substance use disorder – but nobody should have to go through recovery alone. Together we can help individuals and communities make treatment and recovery accessible to everyone,” said HHS Secretary Xavier Becerra. “We must work harder to understand and show compassion for people who are struggling with addiction. We must do more to push back against stigma that prevents so many people from getting the help they need.”

“We recognize and celebrate the tens of millions of Americans on the path of recovery, and those providing support, care, and encouragement, including those who have walked the path themselves,” said HHS Deputy Secretary Andrea Palm. “There should be no wrong door for seeking help when someone is struggling with their mental health or substance use. We work with partners every day to make resources available, pursue innovative mental health and substance misuse prevention strategies, and support the behavioral health workers who are on the front lines. We will continue to do our best to ensure the American public knows where to turn for help and that we’ll do all we can to support their recovery journey.”

“Today’s walk was a powerful reminder of recovery’s power of hope and healing,” said Miriam E. Delphin-Rittmon, Ph.D., HHS Assistant Secretary for Mental Health and Substance Use and the leader of SAMHSA. “SAMHSA will continue to lift the voices of people with lived and living experience. Together, we can chip away at the stigma surrounding substance use and mental health challenges, and connect people with services and supports along their recovery journeys.”

Recovery Month, observed every September since 1989, promotes evidence-based substance use disorder and mental health treatment and recovery support practices and serves as an opportunity to celebrate the achievements of tens of millions of people in recovery and reduce stigma surrounding substance use and mental health issues. Over 65 million people consider themselves in recovery from substance use and/or mental health issues according to the 2023 National Survey on Drug Use and Health (NSDUH) , among adults 18 or older in America,. SAMHSA’s National Recovery Month Toolkit is available online and features recovery resources, social media assets, and weekly themes and messaging.

If you or someone you know is struggling or in crisis, help is available. Call or text 988 or chat at 988lifeline.org . To learn how to get support for mental health, drug or alcohol issues, visit FindSupport.gov . If you are ready to locate a treatment facility or provider, you can go directly to FindTreatment.gov or call 800-662-HELP (4357) .

Reporters with questions should send inquiries to [email protected] .

Sign Up for Email Updates

Receive the latest updates from the Secretary, Blogs, and News Releases

Subscribe to RSS

Receive latest updates

Related News Releases

Biden-harris administration announces $65.7 million in prevention, treatment, and workforce enhancement awards and funding opportunities to advance president’s unity agenda for the nation, biden-harris administration awards $45.1 million to expand mental health and substance use services across the lifespan, kids online health and safety task force announces recommendations and best practices for safe internet use, related blog posts.

The HHS Office for Civil Rights Celebrates National Recovery Month

Media inquiries.

For general media inquiries, please contact [email protected] .

Disclaimer Policy: Links with this icon ( ) mean that you are leaving the HHS website.

The Department of Health and Human Services (HHS) cannot guarantee the accuracy of a non-federal website.
Linking to a non-federal website does not mean that HHS or its employees endorse the sponsors, information, or products presented on the website. HHS links outside of itself to provide you with further information.
You will be bound by the destination website's privacy policy and/or terms of service when you follow the link.
HHS is not responsible for Section 508 compliance (accessibility) on private websites.

For more information on HHS's web notification policies, see Website Disclaimers .

Cocktail of the Week
Artist of the Week
Movers & Shakers
Fashion & Beauty
Bachelor Nation
Elevated Experiences
Work With Us
Advertise With Us

Reaching for the Stars: Bellevue 6th grader joins the 2024 SpaceKids Press Squad

In a world where the wonders of space exploration continue to captivate young minds, one Bellevue sixth grader is about to embark on a journey that's nothing short of extraordinary. Noelle, an 11-year-old student, has been selected as one of just eight winners nationwide for the 2024 SpaceKids Press Squad Competition . This achievement marks the beginning of an adventure that will take Noelle far beyond the classroom and into the heart of space exploration.

The SpaceKids Press Squad Competition, a collaborative effort between SpaceKids Global —a Florida-based national nonprofit—and Blue Origin's nonprofit Club for the Future , is designed to immerse elementary students in the world of space exploration. The program aims to inspire young students in STEAM (science, technology, engineering, art, and mathematics) by offering them a unique opportunity to explore the frontiers of space travel.

For Noelle, this means a two-day adventure in Orlando, Florida, where she'll explore Blue Origin's Rocket Park, visit NASA's Kennedy Space Center, and possibly even witness a Blue Origin New Shepard rocket launch. The experience is not just about observing; Noelle and her fellow SpaceKids Press Squad members will receive professional press training, equipping them with the skills to become young space reporters.

When asked how she got involved in the competition, Noelle shared, "My dad entered me into the competition, and when I found out I was a finalist and won, I was so excited." Her excitement is palpable as she eagerly anticipates the upcoming adventure. "I really hope I get to interview a real astronaut, and I can't wait to see a real space rocket," she added, her eyes lighting up at the thought.

Here's her submission video, we can see why she was selected!

Noelle's enthusiasm for space is matched by her diverse range of hobbies. When she's not dreaming about rockets and astronauts, she loves to bake, sew, play music, and spend time with her guinea pigs. This blend of creativity and curiosity makes her a perfect fit for the SpaceKids Press Squad, where she'll have the chance to explore new horizons and share her experiences with the world.

SpaceKids Global founder Sharon Hagle, who helped bring this program to life, explained the initiative's origins: “The SpaceKids Press Squad program was launched as an innovation initiative to empower young kids and foster a passion for space exploration through journalism and storytelling. By providing training in journalism, communication, and multimedia skills, SpaceKids will equip these young reporters with the tools they need to effectively report on an upcoming Blue Origin launch. Our mission is to inspire elementary students in STEAM education, ensuring girls are equally represented. With hands-on opportunities like this, we can make learning fun again and bring the possibility of space to kids everywhere.”

Hagle's vision is clear: she wants to create a world where every child, regardless of their background, can feel that the stars are within their reach. "SpaceKids Global has reached more than 867,000 kids worldwide, emphasizing the importance of STEAM education. The organization opens doors for young minds, encouraging them to be curious about space exploration and dream big while believing they can achieve anything they set their minds to," Hagle continued. "This year, for the Press Squad Competition, we selected children from across the U.S., including one child each from the Boys and Girls Club, the First Responders Children Foundation, and a U.S. Military family. We want to ensure that kids everywhere understand that, no matter where you live or your background, there is a space for you!"

For Noelle, this opportunity is more than just a trip; it's a chance to explore the vast possibilities that lie beyond our planet and to be inspired by those who are making space exploration a reality. As she prepares for her journey to Orlando, she carries with her the hopes and dreams of her community, eager to share her experience with the world.

As Noelle gets ready to don her SpaceKids Press Squad badge, she embodies the spirit of curiosity and discovery that SpaceKids Global and Blue Origin strive to instill in all young students. With her passion for science and a newfound interest in journalism, she is well on her way to becoming a future leader in the world of space exploration.

Noelle's journey is just beginning, and as she takes her first steps toward the stars, she serves as an inspiration to her peers, reminding us all that the sky is not the limit—it's just the beginning. As Noelle and her family stand by, waiting for the green light to embark on this incredible adventure, one thing is certain: this is just the start of an out-of-this-world journey.

Kate Neidigh is a writer for Seattle Refined, covering lifestyle, fashion, beauty, travel, real estate, gift guides and feature stories. See more of her work on Instagram here .

Do Not Sell or Share
Cookie Preferences

Molson Coors latest company to step away from DEI policies

by KAYLA GASKINS | The National Desk

SAN RAFAEL, CALIFORNIA - FEBRUARY 13: Coors beer is displayed on a store shelf on February 13, 2024 in San Rafael, California. Molson Coors Beverage Company reported fourth quarter profits of $103.3 million compared to a loss of $590.5 million one year ago. (Photo by Justin Sullivan/Getty Images)

WASHINGTON (TND) — Molson Coors, the iconic American brewer that makes Coors beer, joins a growing list of corporations walking back some of their diversity, equity and inclusion policies.

The company will do away with DEI training and supplier diversity quotas. They’ll also no longer participate in an inclusion scoring system by the Human Rights Campaign.

This summer, Harley Davidson, John Deere, Ford, Jack Daniels , Lowe’s and Microsoft all stepped away from their DEI initiatives.

VOTE | Do you agree that diversity, equity and inclusion programs should be scaled back?

“I think we’ll continue to see anti-discrimination training which of course is appropriate, but in terms of DEI and aggressive DEI especially, I think that’s downhill,” said William Trachman, general counsel at Mountain States Legal Foundation, whose firm is involved in two DEI-related lawsuits against government agencies.

The Human Rights Campaign responded to these reversals by highlighting the $1.4 trillion spending power of the LGBTQ+ community, saying they’re prepared to “change purchasing habits, speak, out and even change jobs if this support goes away.”

A DEI scaleback is also underway in the higher education sphere. Schools including the University of Kentucky, the University of Alabama, the University of Nebraska, and the University of North Carolina are either cutting back significantly or eliminating their programs.

DEI initiatives gained steam following the death of George Floyd in the summer of 2020 but received a massive blow last June when the U.S. Supreme Court struck down affirmative action in college admissions.

Many still support the DEI approach, like Hello Alice co-founder and CEO Carolyn Rodz.

“I’m happy to fight the fight. It’s a fight I believe in to my core," said Rodz back in June.

President Biden made DEI gains a hallmark of his presidency. It’s an issue Kamala Harris has long supported as well.

“There's an attack right now on diversity equity and inclusion where supposed so-called extreme leaders are suggesting it's a bad thing to care about and pay attention to inequities,” said Harris last September.

Several GOP senators introduced a bill on Capitol Hill to ban DEI offices and training at federal agencies. It stands little chance of advancing.

IMAGES

Best Practices: The Gallery Walk
PPT
Gallery Walk Presentation Ideas
Tips for an Effective Gallery Walk in your Social Studies Class
Tips for an Effective Gallery Walk in your Social Studies Class
Tips for an Effective Gallery Walk in your Social Studies Class

VIDEO

Dennis Gallery Walk
Gallery Walk Teaching Strategy
Gallery Walk showcases local artists and business
First Gallery Walk of 2024 happens this Friday in Lafayette
Venice Italy
Dokumentasi gallery walk part 2

COMMENTS

Gallery Walk Teaching Strategy
During a gallery walk, students explore multiple texts or images that are placed around the room. You can use this strategy when you want to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because a gallery walk activity requires students to physically move around the ...
Gallery Walk
A gallery walk is a teaching strategy in which instructors set up different stations around the classroom for students to interact with. Students can either interact in small groups, ideally ...
Gallery Walk
Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. A gallery walk is a good way to assess what students have learned about the content being taught. The artifacts of a gallery walk can be anything ...
PDF How to Create A Virtual Gallery Walk
re the folder with your students. Before synchronous video class starts, create br. akout room groups, and number them. Set the timer for the time you would l. with each prompt. During class: Introduce the. t that matches their group number access the documents through the shared Google folder; place the link in the chatb.
How to Use Gallery Walk?
Gallery Walk is most successful when students are properly prepared to use it, when instructors are familiar both in its effective use and challenges, and when student learning is assessed. Student Instructions: to ease students into Gallery Walk, provide them with an introduction. Step by Step Instructions: to lead a Gallery Walk you should be ...
Gallery Walks in the Classroom: Opportunities for Creative Feedback
After the walk, gather the troops and let the feedback fiesta begin! Encourage students to share the highlights of their gallery experience. This builds confidence and opens up opportunities for discussion, collaboration, and a deeper understanding of the subject matter. Activities to Spice Up Your Gallery Walk 1. Theme-based Galleries
Gallery Walk Slides Template
Select the texts (e.g. quotations, images, documents, and/or student work) you will be using for the gallery walk. You could also have students, individually or in small groups, select the text for the gallery walk. Organize texts in the slide deck. Instruct students on how to "walk" through the gallery. Viewing instructions will depend on ...
Gallery Walk
Show this educational video to teachers and students to explain the protocol Gallery Walk.
Gallery Walk
Learn more about Gallery Walk. Why use Gallery Walk? --promotes higher order thinking, oral/written presentation skills, and team building Gallery Walk is flexible and has many benefits. Gallery Walk can be organized for a simple fifteen minute ice breaker or for a week long project involving graded oral and written reports.
Dynamic Classroom Engagement through Gallery Walks: An Exploration of 5
This type of Gallery Walk also provides students with an opportunity to share their knowledge and use the target language to describe their thoughts. As students share their thoughts and ideas, they are able to expand their vocabulary and develop their creativity. Presentation Gallery Walk. This is the one I used when I started doing Gallery Walks.
Using Gallery Walks in the Classroom
When I have students create PowerPoint presentations for a certain concept, I like to use the computer lab for a final gallery walk. Each student opens her presentation on one computer and inserts a slide at the end for comments. When the gallery walk begins, students rotate from computer to computer, reading another person's presentation.
Enliven Class Discussions With Gallery Walks
Here are five specific suggestions for gallery walks in your classroom: 1. Question-Answer Brainstorm. Students individually make their way around the room and compose answers to questions displayed (directly on the poster or with sticky notes). Invite students to also reflect on answers written by other students—a sticky note can be a ...
PDF Gallery Walk
Introduce the Gallery Walk by sharing your purpose and suggesting and posting ground-rules for the walk (e.g., "consider the whole piece before giving feedback"; "leave your name on your note so the recipient can follow up with questions"; "no talking or talking in soft voices only"). Invite children to add other ground-rules.
K20 LEARN
Gallery Walk / Carousel. This strategy provides a way to show many student presentations at one time by having students walk in a circuit from presentation to presentation, stopping long enough to learn from each one. Gallery Walk / Carousel. Summary.
Promoting Discussion in the Science Classroom Using Gallery Walks
Share. A gallery walk is a discussion technique that gets students out of their chairs and actively involved in synthesizing important science concepts, writing, and public speaking. The technique also cultivates listening and team-building skills. This paper provides guidance for conducting, managing, and assessing gallery walks.
Gallery walk
Gallery Walk is ..... an active learning technique using brainstorming strategy that allows students to exchange ideas by taking turn to give their feedback/response/comment through answering a question or completing a task at a specific station. Discuss the questions/tasks once students have completed all tasks. Step 5. How to conduct a ...
Gallery Walk
The K20 Center goes over Gallery Walk, an instructional strategy that uses stations in a circuit to show informational presentations in a short amount of tim...
Great Plains Lesson for Kids (Gallery Walk)
A gallery walk is a versatile teaching strategy that gets your students out of their chairs! You prepare for class by hanging posters, images, quotes, or questions around the room. During the Great Plains Lesson for Kids—or any gallery walk— students move around the classroom and visit each station as though they were walking through a ...
Prichard Art Gallery
The Pritchard strives to leadership in the presentation of contemporary visual arts within the Northwest. The gallery programs seek to encourage experimentation through the presentation of new works by emerging and established artists. The Prichard Art Gallery is an outreach facility of the University of Idaho College of Art and Architecture.
1912 CENTER
On the first floor level of the 1912 Center the building features a hallway gallery that is host to a wide variety of art exhibits through out the year. The public is invited to come walk through the exhibit any time the building is open for events. ... Black-out shades can be used to assist with presentations in the room. Reception Gallery. On ...
KENWORTHY APPRECIATION DAY REMARKS
Gallery downtown was Judd Kenworthy's idea…suggested to Architecture Department. With Beth and Judd's help, they pursued it and got the first gallery location. It was a coup for downtown, one of the best things that has happened to downtown Moscow. A new generation of Kenworthy's, son Brian and daughter Kimberly, are coming
Biden-Harris Administration Kicks Off National Recovery Month with Walk
The National Walk for Recovery supports and celebrates recovery from substance use and/or mental health conditions while reducing stigma. In addition to hosting the walk, SAMHSA published the Gallery of Hope which features over 250 visual art entries submitted to the Art of Recovery project. The gallery highlights the transformative impact of ...
A Moscow Free Walking Tour of the Iconic Red Square
The State Historical Museum. The Moscow free walking tour begins at the Marshal Zhukov monument in front of the State Historical Museum. You can't miss this massive red building. The museum's interior is almost as spectacular as the artifacts you can see within.
Reaching for the Stars: Bellevue 6th grader joins the 2024 SpaceKids
This is just the start of an out-of-this-world journey!
Molson Coors latest company to step away from DEI policies
WASHINGTON (TND) — Molson Coors, the iconic American brewer that makes Coors beer, joins a growing list of corporations walking back some of their diversity, equity and inclusion policies. The company will do away with DEI training and supplier diversity quotas. They'll also no longer participate in an inclusion scoring system by the Human Rights Campaign.

Gallery Walk

What Is a Gallery Walk?

Save this resource for easy access later.

Provide Instructions for the Gallery Walk

Virtual Gallery Walks

Gallery Walk Examples from High School Classrooms

Related Materials

You might also be interested in…

Exploring ELA Text Selection with Julia Torres

Gallery Walk

How to Use Gallery Walk

Impact on Learning

Assessment Strategies

Gallery Walk in Canvas

Relevant Technologies

Things to Consider

Bibliography

Search form

Setting the Stage: What's a Gallery Walk Anyway?

Why Gallery Walks?

The Anatomy of a Gallery Walk

2. Guiding the Journey

3. Engagement Station

4. Feedback Fiesta

Activities to Spice Up Your Gallery Walk

2. Peer-Led Tours

3. Interactive Displays

4. Gallery Walk Reflections

Addressing Common Concerns

Won't it take up too much time?

What about shyness and anxiety?

The Aftermath: Celebrating Growth

EW Lesson Plans

EW Professional Development

Gallery Walk

What is Gallery Walk? --a discussion technique for active engagement

Dynamic Classroom Engagement through Gallery Walks: An Exploration of 5 Effective Strategies for Language Learning

3 Pillars of Effective Gallery Walks for Engagement

5 Effective Ways to Use Gallery Walks for Engagement

Image Gallery Walk

Questions Gallery Walk

Conversation Gallery Walk

Brainstorm Gallery Walk

Presentation Gallery Walk

3 Responses

Leave a Reply Cancel reply

Hi, I'm Claudia!

Let's Connect!

Using Gallery Walks in the Classroom

Leave a Reply Cancel reply

Free Fast Finisher Activities

Master the Multiplication Facts!

Make math relevant!

A fun math game!

The Best Way to Teach Multiplication Facts

Enliven Class Discussions With Gallery Walks

1. Question-Answer Brainstorm

2. Chalk Talk

3. Station-to-Station

4. Computer Tour

5. Project Share

MyNSTA Community

Promoting Discussion in the Science Classroom Using Gallery Walks

You may also like

Gallery walk

More creations to inspire you

VALENTINE'S DAY PRESENTATION

Great Plains Lesson for Kids (Gallery Walk)

What is a Gallery Walk activity?

Why students (and teachers) love Gallery Walks

Free Great Plains Gallery Walk Lesson

Tips to Help Your Gallery Walk Lesson Be Successful!

Download your FREE Great Plains Gallery Walk Lesson

Need more help teaching about Native American History?

Plan All Your Lessons in 5 Minutes

Related Blog Posts

Grab a free Civil War Battles lesson

I help busy teachers fall in love with teaching history.

Prichard Art Gallery

Biden-Harris Administration Kicks Off National Recovery Month with Walk for Recovery and Gallery of Hope