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Gallery Walk

How Does It Work?

Preparation and deciding when to use (is a Gallery Walk right for you?):

  1. Decide when during a course to use the method (early, middle, late). (make into questions)

  2. On the days it will be used, decide when in the class to use it (early to review assigned readings, middle to assess integration of in-class material, end to record take-a-ways.)

  3. Consider room layout and number of students

  4. In your Gallery Walk will students respond to prompts you provide, or share their group's work?

Step-By-Step Process:

  1. Planning:

    1. Take the time to plan how your students will use the space (draw a map).

    2. Decide how many prompts you will need. Remember the number of prompts will be the number of groups. (How
      many groups will you have?)

  2. Generate prompts:

    1. One way to generate the prompts is to hand out 3x5 cards at the end of the previous class and ask students to write down 1-3 questions they still have about concepts or points covered in class. Then review the cards and formulate the prompts based on the themes that emerge.

    2. A second way to generate prompts is for the instructor to come up with them based either on readings due for the class or based on key concepts covered in class that the instructor wants to assess students’ ability to apply.

  3. Group students:

    1. Group your students into the same number of groups as you have prompts.

  4. Time budgeting:

    1. Budget how much time to give each group to think, discuss, and write down their responses to each prompt.

    2. Use a timing device (cell phone/computer timer app) to provide groups with 1-minute warnings and instructions to move on to the next posted prompt.

    3. Budget time at the end of the activity for general discussion and synthesis if necessary.

  5. After the Gallery Walk:

    1. Collect all flip chart sheets, make an electronic document that includes the responses to each prompt, and share with the class.

    2. Taking photos of the final sheets is a great way share the final product with your students. These can be posted on Blackboard


Gallery Walk Information compiled by Mark Francek of Carleton College Science Education Resource Center's Pedagogy in Action Site

Teaching Strategy: Gallery Walk website by the Facing History and Ourselves organization

Summary and Example Questions for Gallery Walks by Peter Taylor of University of Massachusetts:

Using Gallery Walks for Revision and Reflection blog post by John Larmer

Allison Titcomb on Gallery Walks blog post from the American Evaluation Association


Gallery Walks promote critical thinking and communication; and allow students to practice critically evaluating new information:

Rodenbaugh, D. W. (2015). Maximize a team-based learning gallery walk experience: herding cats is easier than you think. Advances in Physiology Education, 39(4), 411–413.

Deemphasize the idea that there is "one right answer" to questions and allows students to demonstrate an increase in depth, understanding, and thoughtfulness when answering questions:

Rios-Velazquez, C., Casillas-Martinez, L., & Visscher, P. T. (2009). Learning geomicrobiology as a team using microbial mats, a multidisciplinary approach. Journal of Microbiology & Biology Education?: JMBE, 8(1), 28–35.

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