Questions, sample work, statements, or short cases are hung on the walls around the room, and learners are asked to actively engage as they walk through the classroom to share ideas, respond to meaningful questions, or engage with documents, images, artwork, etc.
Individual/Group Activity Individually Class Size Small (<25), Medium (25-50), & Large (51-200) Bloom’s Taxonomy Level Apply Development Initial Transitional Knowing Minimum Time to Facilitate < 15 Minutes Minimum Time to Debrief < 10 Minutes PDFs Here
Image by edmondlafoto from Pixabay
Discipline-Specific Examples
STEM (Science, Technology, Engineering, and Mathematics) Please contact us at activelearning@uga.edu with an example to include!Humanities activelearning@uga.edu with an example to include!Social Sciences activelearning@uga.edu with an example to include!Co-Curricular experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include! Universal Design of Learning Adaptations
Coming Soon!
Online Adaptations
Coming Soon!
Additional Resources
Sari, N., & Deswarni, D. (2022). The Effect of Using Gallery Tour Strategy Toward Students’ Reading Comprehension at SMP N 5 Tahan Putih. International Journal of Business and Information , 3 (2): https://ojs.stmikdharmapalariau.ac.id/index.php/ijobit/article/view/478
Khasturi, I., & Swondo, A. P. (2020). THE EFFECT OF GALLERY WALK STRATEGY ON STUDENTS’READING COMPREHENSION. Jurnal Mahasiswa Fakultas Ilmu Sosial dan Kependidikan , 1 (1), 80-90: http://e-journal.potensi-utama.ac.id/ojs/index.php/FISK/article/view/689
Bahtiar, A. Z., Akib, E., & Burhanuddin, W. (2020). The Use Of Gallery Walk Technique To Enhance Students Reading Comprehension. Jurnal Keguruan dan Ilmu Pendidikan (JKIP) , 7 (2), 147-154: https://jurnal.fkip.unismuh.ac.id/index.php/jkip/article/view/356
