Gallery Walks in Project-Based Learning

Using Gallery Walks for Effective Feedback in Project-Based Learning

• Gallery walks are a protocol for giving and receiving feedback in project-based learning.

• Gallery walks prevent pitfalls in giving and receiving feedback, ensuring feedback is kind, specific, and helpful.

• Gallery walks are a safe and effective way to give and receive feedback on any work in progress.

• In PBL 101 workshops, teachers create posters describing their project ideas and post them on the wall for feedback.

• Participants in gallery walks take on specific roles and use a rubric to offer feedback in the form of "I like" and "I wonder" statements.

• Gallery walks can involve students, teachers, subject matter experts, and stakeholders, making them versatile.

• Gallery walks can take place before a project is launched during the planning process or during the project process itself.

• Gallery walks can be used as a teaching tool in various contexts, such as jigsaw information or generating ideas.

• Gallery walks can take place in person or online, depending on the needs of the participants.

• Gallery walks can be used to generate a community spirit by involving parents or community members in the feedback process.

• Gallery walks can involve a large group of people, such as the largest gallery walk in the world, which took place in Knox County Public Schools.

• Feedback in gallery walks can be given orally or through post-it notes, allowing participants to reflect on their work and make adjustments.Project-Based Learning and Gallery Walks

• The project discussed in the text is called "Got Water?" and explores the issue of water scarcity from different subject areas.

• The project involves creating an informational brochure for the international community.

• The alignment between the product (brochure) and the driving question (will the world run out of clean safe drinking water?) is questioned.

• The singularity of the product and lack of variety in product options is also questioned.

• The audience (international community) is questioned and it's suggested that it could be more specific.

• The importance of having all seven components of the project on the poster for a gallery walk is discussed.

• A gallery walk is a protocol where participants move from poster to poster offering feedback.

• The gallery walk format is discussed and it's suggested that a text-heavy artifact can be overwhelming.

• Participants may struggle with transparency and sharing their work with a large group.

• Giving high-quality feedback can also be a challenge in a gallery walk.

• The importance of using a rubric and coaching students on how to give effective feedback is emphasized.

• The text concludes by inviting viewers to participate in a gallery walk of the project "Seagull Squabble" and to offer feedback via social media.

The Story of Austin's Butterfly and the Power of Critique

• Austin, a first-grade student from Boise, Idaho, was assigned to draw a scientific drawing of a tiger swallowtail butterfly.
• Austin drew a butterfly from his imagination, not paying attention to scientific accuracy.
• His teacher and classmates gave him constructive criticism, suggesting improvements to the wings' shape, angle, and jaggedness.
• Austin listened to his peers and made a second draft, incorporating their advice.
• The class continued to critique his work, suggesting further improvements to the wings and pattern.
• Austin made a third draft, which showed significant progress.
• He continued to make a fourth draft, incorporating further suggestions from his peers.
• Austin's final draft was a significant improvement from his first attempt, showing the power of constructive critique.
• The class emphasized the importance of using a sharp eye, like a scientist, to achieve scientific accuracy.
• Austin's story highlights the value of constructive criticism and perseverance in improving one's work.
• Teachers can learn from this story by encouraging critique and providing opportunities for improvement in their classrooms.
• Students can learn to embrace constructive criticism and use it to improve their work.