Gallery walk
Gallery walks involve students exploring multiple items, which may include work that they have produced, and responding to questions individually or as a group. They:
- provide opportunities for teachers to collaborate with students to develop success criteria for a piece of work, then co-develop strategies for offering constructive and respectful feedback
- engage students in the feedback and reflection process and encourage them to revise their work
- are easily adaptable to learning from home.
ICT templates
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How to use with ICT
Digital technology broadens the definition of a gallery walk considerably. A gallery walk can be created as a website with a series of linked pages, so all students can experience the items in the same order. VR tours are accessible online and can be accessed using a computer or mobile device. Multiple devices could be set up with interactive elements for each student or group to work with.
Single computer
Digital gallery walks can be projected for all students to view together, or a combination of digital and non-digital displays could be set up around the room.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| 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. |
Disclaimer
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Personalised learning
Disability, Learning and Support
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.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
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.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
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.