ELLEN
BERG
Diary #31
A
Successful 'Gallery Walk' Draws
My Students Deeper into Novel Study
Answers to a Reader's Questions
A reader of Ellen's diary wrote with some questions about the Gallery Walk. Here's what Ellen had to say:
Do the students take their books with them from table to table? I haven't had them take their books, but they have been taking their chapter projects with them for reference. I have had kids ask to use a copy of the book to clarify things or to contribute a direct quote, but most find the work they've done for the chapter project has prepared them to answer. Do they take their markers from table to table or use and leave the markers you have provided? I've done it both ways, and what I've decided is it really depends on the group. My "difficult" class needs to carry around their own marker or else it's a race to the table to get "their" color. Other classes deal with the stationary markers pretty well. About how much time do you allow at each table? Again, this depends on the class. However, I have found anywhere from 3-7 minutes adequate. The key for me is to give them enough time to read others' answers, think, and answer themselves without giving them too much downtime. Pretty much I just watch them, and when it seems most people are done or fairly close, I call a switch. Also, I try to give them a 30-second warning before switching. Do they sign their names to their comments? I have them leave their initials to conserve paper. Very rarely do we have duplicated initials, but in those cases I had the kids decide how to differentiate their comments. When a group is at a table do they line up and record their comments one at a time on one piece of chart paper or do all members of the group write at the same time on several pieces of paper? I have my flat desks pushed together in tables, so the kids gather around the table and write simultaneously more or less. They can write it in any direction they want, draw a box around their statements, etc. Think of a graffitti wall kind of a deal; I think they like the freedom to choose where and how they will write their answers. I absolutely agree with you in narrowing your objectives to "learn less better for learning that lasts." Thank you so much for taking time to share! Too bad it took me a few years to figure that out! :-) I'm glad I was able to contribute a new strategy to you. Beyond writing for my own and my students' benefit, I always hope I help others in the process. Good luck with the activity! Be sure to explain everything before you put out the markers and chart paper I found that out the hard way! They become so excited they don't really hear the "how". Ellen Ellen BergTurner Middle
St. Louis, MO
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