Embedded Files
This strategy allows students to be actively engaged as they walk throughout the classroom. They work together in small groups to share ideas and respond to meaningful questions, documents, images, problem-solving situations or texts.
HANDOUTS and RESOURCES:
STEPS:
SETTING UP THE ROOM: Chart paper and markers or other drawing utensils should be set up around the room. The question/image/quotation/prompt based on a previous or upcoming unit should be written/displayed at the top of each sheet of chart paper posted around the room.
STUDENT GROUPS: Create as many groups as there are questions/images/quotations/prompts posted around the room (ex. For seven topics, create seven groups of students).
MOVING GROUPS to POSTERS: Send each group to a different poster.
GROUP WORK: At the first station, groups will read what is posted and one recorder should write the groups responses, thoughts, comments on the chart paper. For accountability, students may use different color markers or put their initials below what they wrote.
ROTATE: After a given time-limit, groups rotate to the next station. Students read and discuss the previous group's response and add content of their own. Repeat until all groups have visited each station. To involve all group members, you can have groups switch recorders at each station.
REFLECT: Have students go back to their first station to read all that was added to their first response. Bring the class back together to discuss what was learned and make final conclusions about what they saw and discussed.
SCAFFOLDS:
Allow students to draw, label, write note-style information.
Give questions/images/quotations/prompts ahead of time on a notes page and have students individually write their thoughts down before doing the gallery walk.
Provide cut outs of pictures for students to paste on each poster
Provide sentence starters, word banks at each poster.
Allow students to use their notes.
EXTENSIONS:
Use this for peer feedback. Hang student products and ask students to review each other's work and record one thing they liked about the work, one thing they wonder, and one thing the creator could do next to improve their product. This can be done on different colored sticky notes.
Have students write level 2 and level 3 questions to be submitted and possibly used for the posters.
VIDEO:
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