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.

Test your knowledge on the benefits and implementation of gallery walks in project-based learning with this quiz! Learn about the different roles and feedback strategies involved in a successful gallery walk, as well as the versatility of this protocol in various contexts. Additionally, the quiz will cover the "Got Water?" project and the challenges and considerations that come with using a gallery walk for feedback. By taking this quiz, you'll gain a deeper understanding of gallery walks and their potential to enhance project-based learning.