Gallery Walk
Lesson Objective: Students take a gallery walk to learn from their classmates' work
Grades 3-5 / All Subjects / Interaction

Thought starters

  1. What language objectives are integrated into this activity?
  2. How does modeling the sentence frames of "I notice" and "One question I have" ensure that students achieve the intended takeaways?
  3. How could a gallery walk be used as peer and self assessment?
16 Comments
I loved the way she modeled how to review the big idea of the lesson as well as the learning targets. This video clip is also a helpful model of how to engage all students in a high quality literacy activity.
Recommended (2)
I thought this was fantastic! She brought in Think-Pair-Share, a helpful beginning writing approach , and built on Science and Social Studies concepts all at the same time. These students are fortunate to have her!
Recommended (2)
I love how she incorporated multiple intelligences into this lesson. She's a sharp young teacher! Great work!
Recommended (2)
I thought the video was great. I loved the pair-share experience the students were engaged in.
Recommended (2)
I love that they were talking out their sentences first and then writing. We are about to start a new topic in my class, and I can't wait to incorporate her idea.
Recommended (2)

Transcripts

  • Luna Productions for Teaching Channel
    Great Lesson Ideas: The Gallery Walk
    Dale Eilers
    C0203_004001

    [01:00:11;09]
    Dale Eilers: Hi my name

    Luna Productions for Teaching Channel
    Great Lesson Ideas: The Gallery Walk
    Dale Eilers
    C0203_004001

    [01:00:11;09]
    Dale Eilers: Hi my name is Dale Eilers, and I'd like to invite you to join me for an interactive exciting lesson that you can use tomorrow in your classroom.

    [Title: The Gallery Walk]

    Dale Eilers: The Gallery Walk.

    "I want you to take a look at our guiding questions. Will you read them with me? How do people and other living things adapt to their environment. Which kind of means like how do they change because of what is around them?"

    Dale Eilers: Well purpose of the Gallery Walk is to build background knowledge. So, yes it's a fun and engaging activity, and students will look at pictures and read and write, but my purpose for the Gallery Walk is really that they're going to walk away from this experience with a lot useful information that they'll be able to then to apply to other readings and writings.

    "So let’s take a look at our learning targets. We have two for this lesson. Will you read them with me? I can write in complete sentence. "

    Dale Eilers: So this lesson's learning target was I can write in complete sentences.

    "And then the second one. I can write questions that start with a question word and end with a question mark. And we came up with this whole list of question words: Why, how, who, where, when, can, what, does. So those are all examples of question words."

    Dale Eilers: I look at the skills that students need in third grade. So they need certain reading skills, and they need certain writing skills, so they are reading and writing about their social studies content.

    "So take a look at this picture."

    Dale Eilers: In the beginning of the gallery, I'm modeling how to look at the picture and to formulate question.

    "So one thing I noticed is there's a man in the picture hiding with antlers on. So I notice. I'm going to write, 'I Notice...'"

    Dale Eilers: I model for them what it is that they need to do. First with the "I notice,"

    "On the other side of my paper."

    Dale Eilers: Then with the question.

    "'Questions I Have...'"

    Dale Eilers: But we're also meeting EDL standards of speaking and listening because students are then pair sharing on the rug.

    Student #1: I wonder if the basket is only made out of grass.

    Dale Eilers: And they're practicing their oral language and their practicing their listening skills.

    Student #2: Was the basket made out of grass to make the patterns.

    Dale Eilers: And in this way, with the providing of sentence frames, um, I 'm able to build capacity in oral language that will then transfer into their writing.

    "Okay my friends."

    Dale Eilers: So the students have a recording sheet.

    "On one side it says, "I notice," on the other side it says "Questions I have,” I want you to write one I notice for each picture; and one question for each picture."

    Dale Eilers: The Gallery Walk is made up of five stations, with two to three pictures at each station.

    "On team three, there will be two pictures."

    Dale Eilers: And each card has a picture and short text that accompanies the picture and explains what is happening in the picture.

    "Okay, my friends off you go."

    Student #3: I noticed that the Indian make their shirts out of animal’s skins.

    Student #4: I notice that the Indian mans make hats and clothes out of feathers.

    Dale Eilers: Then they'll move to another table, and continue recording their thinking.

    Student #5 & 6: ...decoys (pretend animals) to confuse ducks and geese. They use nets to trap them.

    Dale Eilers: While they're at the stations, they're writing a variety of sentences, and they're writing many sentences. But to the student it doesn't feel like they're writing as much because they're going from picture to picture to picture.

    Dale Eilers: The Gallery Walk works because students are naturally engaged in visual stimuli. I feel like we don’t give them enough of that. They're welcome to work with a partner. I feel passionate about enabling students and giving them learning opportunities where at some point in the day, they are going to feel successful.

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