Gallery walks encourage students to explore multiple items, which may include work that they have produced, and respond to questions individually or as a group. They:
- provide opportunities for educators and students to collaborate on success criteria and co-develop strategies for constructive feedback
- engage students in the feedback and reflection process and encourage a community of collaboration
- can also be used to showcase student work for school events.
Ensure you are logged into your Google account before accessing these templates.
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to:
How to use with ICT
- When creating Gallery Walks incorporating photographs of student work samples, use Microsoft Lens to enhance the quality of the images and ensure text and drawings are clear.
|Gallery walk - Teacher Toolkit||Gallery walks in language arts||A short video of an English teacher talking about using a non-digital gallery walk in class.|
|Gallery walk - Learner Variability Project||Gallery walks in mathematics||Watch the video to see a demonstration of a physical gallery walk combined with student digital tools.|
|The digital gallery walk by Matt Mille||The digital gallery walk||Matt Miller unpacks options for a digital gallery walk where students display, share and discuss their digital work much like a visit to an art museum. Matt’s process blends digital and face-to-face learning.|
|Gallery walk by Mark Drollinger||Gallery walk video||A 2-minute video that can be shown to students to explain a gallery walk session in which students create each station.|
|Capacity building series||Communication in the mathematics classroom (PDF)||This article outlines the importance of developing effective mathematical communication, including practical ideas such as gallery walks and more.|
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Students with disability
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.