Gallery Walk : Learning By Moving Around

Trust me. When I say that it’s boring to stay still in a classroom for an hour, I really do mean it!

If I had a dollar for every time I caught my students dozing of or scanning their phones in my class, I’d gladly give up my salary (wink). You peeps agree with me?

Teaching ESL is not easy and I feel sorry for the learners too who have to cope with a dozen other problems besides learning a new language. A month into teaching my new batch, it reflected in their behavior. I wasn’t happy.

I had to try a new approach. So, I buckled up and folded my sleeves to work on introducing a new learning technique.

Enter, Gallery Walk.

Gallery walk is not something new and is quite popular among teachers and students. It’s a learning technique where students learn by walking around the classroom. What again? Yes. Moving in groups.

Here’s how it works…

I used this for the first time for teaching figures of speech. Simile, Metaphor, Hyperbole, and Personification to start with.

– First, divide your class into small groups (4 in each group should be fine)

– Make six different sets on your current topic and put them up in six different locations in your classroom. You can include questions, pictures, quotes, examples, plain text, etc in each of those sets.

– Every group will start from one location spend some time (Max 8 minutes) reading, viewing, understanding and writing down their responses and interpretation on a chart paper. Then, move over to the next location.

– The next groups will do the same and till they all finish one round of all the locations. As a teacher, you must guide them if they have doubts and ensure their responses are recorded on their group charts.

– Rotate the groups through the locations so that they could read other group’s responses and add their own comments. This improves value addition to each answer as there will be some students who are brighter than the others and can provide better insights.

– Once you complete this exercise, assemble the groups together and make them read their old comments and the additions made by others.

What’s the benefit?

  • Students are not bored
  • There’s active participation
  • It improves communication among students
  • All students are at par and no doubts go unanswered
  • The work is monitored by the teacher and students together
  • The concepts are well explained

I tried it and it worked. My students could differentiate between the four selected figures of speech and some students even helped out the others by using their own examples.

You also can give it a try and tell me how it worked for your students. Toodles!

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