Gallery Walk
This cooperative learning strategy lets students become experts on one subject, and use that expertise to guide their classmates learning.
How it works:
1. Students are assigned a topic for some in depth research.
- Individual topics fit under the umbrella of a larger topic the class is studying. For example if the class is studying the Italian Renaissance, individual students can do biographical research on important figures from the time period such as Michelangelo, Leonardo Da Vinci, and Lorenzo Medici.
2. Students present their learning in the form of an informational poster. Students use their creativity to create posters, but are responsible for answering key questions provided on the project rubric.
3. The class is divided into two halves for the purposes of presentation.
4. The first group puts their posters on display, and then stands next to their work to answer questions.
5. The other half of the class circulates throughout the room visiting a set number of posters, entering key facts into a graphic organizer, and asking any questions they might have for the poster's maker. These graphic organizers will be turned in at the end of the period.
6. The following day students trade roles. Students who have already presented take notes, and the other students get a chance to share their posters.
How it works:
1. Students are assigned a topic for some in depth research.
- Individual topics fit under the umbrella of a larger topic the class is studying. For example if the class is studying the Italian Renaissance, individual students can do biographical research on important figures from the time period such as Michelangelo, Leonardo Da Vinci, and Lorenzo Medici.
2. Students present their learning in the form of an informational poster. Students use their creativity to create posters, but are responsible for answering key questions provided on the project rubric.
3. The class is divided into two halves for the purposes of presentation.
4. The first group puts their posters on display, and then stands next to their work to answer questions.
5. The other half of the class circulates throughout the room visiting a set number of posters, entering key facts into a graphic organizer, and asking any questions they might have for the poster's maker. These graphic organizers will be turned in at the end of the period.
6. The following day students trade roles. Students who have already presented take notes, and the other students get a chance to share their posters.