Gallery Walk Assignment Template

Assignment Purpose:

The gallery walk is a technique that allows students to be actively engaged in class along with their peers. This strategy requires students to get out their chairs and explore, examine, research and synthesize important concepts related to historical documents, art, scientific facts, problem solving situations and much more. This activity promotes higher order thinking skills, oral/written presentation skills, and team-building. Working in groups, the assignment is meant to help students learn about essential topics of the course (ex: for a history course, it might be content on the hebrews or the greeks; for art history, it could be medieval religious art, etc.), research them, find primary and secondary resources to support their findings.

Things to consider:

  • How does the gallery walk make students feel more accountable for quality work?
  • How does this lesson allow the students to learn lots of information in a short amount of time?
  • Consider how students work in teams, develop relationships with their peers, and openly give feedback throughout the course/semester.
  • Students may need question or feedback prompts/criteria at the start of the semester, but as the natural groups form and students become more comfortable, feedback will be more freely given and well-received.

Project goals:

Project goals will depend on the purpose of the activity. If the purpose of the gallery walk is to introduce students to new material, you might instruct them to take informal notes for their reference. If the purpose is to focus on a particular concept, you can create a graphic organizer like a matrix, pie chart or compare or contrast for students to complete as they walk through the exhibit. Teachers can also ask students to gather information and research about it further or find similarities and differences. Once the objective of the project is determined, instructor should instruct their students clearly.

 Assignment Process:

  1. Identify and select museum exhibits or art galleries that hold content related to the content of the course.
  2. Group students, assign roles and stress on team building. Instructor can assign roles and explain them to each group. (Ex.: leader, recorder, reporter, etc.)
  3. Explain the process of this activity to students. Give them clear instructions on where and what should they be looking for. Direct teams to objective of the activity and hand them questions/ prompts they need to find out about. Give students links to resources, libraries where they could find information after their visit.
  4. Review evaluation criteria which will enable students to take this activity more seriously.
  5. Students conduct visits, ask questions to the staff there to find out more information.
  6. Groups convene to synthesis the information gathered during the visit and prepare the presentation of their findings. They can also discuss it with the instructor.
  7. Groups present their finding to the class. Give students multiple options for presenting (PPT, multimedia, etc.)
  8. Groups also construct a written research paper that includes their findings.
  9. Each student writes a short reflection paper that asks them to consider their experiences of the activity, findings, working in teams.
  10. Student complete group evaluations.
  11. Instructor grades the paper and oral presentation and provides students with constructive feedback.


The project is meant to help you learn about essential topics of the course (ex: for a history course, it might be content on the hebrews or the greeks; for art history, it could be medieval religious art, etc.), research them, find primary and secondary resources to support your findings. As a group, you will include the answers to the following prompts for your final paper and presentation.

 1. Presentation requirements: Students should present their findings with a visual presentation using Prezi, PowerPoint, etc.

 2. Group Research Paper requirements: Groups would submit a final paper for this activity. Instructor to give specifications on the style, number of pages, font, etc. of the paper. The paper would include the following elements:

  • Project title
  • Brief history of the topic
  • Content
  • Connection to current civilization
  • Evidence (primary and secondary resources)
  • Conclusion
  • Bibliography

 3. Student Reflection Paper: Students will write a short reflection paper that asks them to consider their experiences of the activity, findings, working in teams This short response (100-300 words) should include the following elements:

  • Identification of the group they were in
  • Role they played within the group
  • What they liked and disliked about working in groups
  • What they liked and disliked about the activity of visiting the gallery or museum
  • The finding of the group that was most interesting to them.

 4. Peer Group evaluation: Students will complete a peer review according to the rubric. They will  be expected to evaluate their group members and provide feedback.

 Other variations of the assignment:

  • Gallery run: Instructor can create and post questions addressing a central class concept or issue with no right answer on large sheets of paper and stick it around the room. Students are then divided into groups and assigned roles for this activity. Groups of students move around from one chart to another, discuss the posted question and record their responses. The instructor can also ask the students to ‘take a stand; by the issue or statement they feel strongly for and list the pros and cons for the same. They come together for a debrief once everyone has gone through each chart.
  • Graffiti: Texts, images, posters or student work can be displayed ‘gallery-style’ way. The instructor can decide the objective of this activity depending on what he/she wants to accomplish. Students can walk through the gallery in groups or by themselves to view the ‘exhibits.’ Students are asked to record their impressions about what they saw and express their opinions to the others. Students can be given colored markers to record.
  • I like, I wonder, next steps: This can be used to get feedback from students on their peers work. Display students work around the room. Students, individually or in groups rotate around the room and provide feedback. Students are required to record one things they like about work, one thing they wonder about and one thing they need to do next, like a suggestion. Students can either write this on a piece of paper and submit it to the instructor or have sticky notes on the displayed work.

Gallery Walk: Rubric for the Group Research Paper and Presentation (PDF attached below):






Title- Title of the topic is mentioned and well explained.


Brief history of the topic


Functions and purpose of the topic


Connections to current civilization


Graphics that relate to the topic


Gallery Walk: Peer Evaluation Form for Group Work (PDF attached below)

Your name ____________________________________________________

Write the name of each of your group members in a separate column. For each person, indicate the extent to which you agree with the statement on the left, using a scale of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the numbers in each column.

Evaluation Criteria

Group member:

 Group member:

Group member:

Group member:

Attends group meetings regularly and arrives on time.


Contributes meaningfully to group discussions.


Completes group assignments on time.


Prepares work in a quality manner.


Demonstrates a cooperative and supportive attitude.


Contributes significantly to the success of the project.





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