Title: PROTOTYPE COLUMN

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Q: What is the first step students must take in the gallery walk activity?
- Stand by the assigned poster.
- Rotate to the next poster.
- Read and discuss the support materials with group members. (correct)
- Create a poster individually.

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Q: What must each group include in their poster for the gallery walk?
- Only words.
- Only pictures.
- Only the names of group members.
- Both words and pictures. (correct)

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Q: If you are standing by the poster you helped create, what is your responsibility?
- To move to the next poster without explanation.
- To explain the poster to the new group. (correct)
- To critique the poster.
- To create a new poster.

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Q: How are students assigned to stand by specific posters during the gallery walk?
- By alphabetical order.
- By choosing their favorite poster.
- By random draw.
- By being given a number by the teacher. (correct)

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Q: What happens when the teacher says 'rotate' during the gallery walk?
- Students create a new poster.
- Students return to their seats.
- Students take a break.
- Students move to the next poster. (correct)

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Q: Why is it important for everyone in the group to add something to the poster?
- To ensure the poster is artistic.
- To finish the poster faster.
- To make the poster larger in size.
- To guarantee individual contributions and collaborative effort. (correct)

Q: Which aspects do you think are important for delivering a successful presentation during a gallery walk?
A: Delivering a successful presentation during a gallery walk involves several key aspects. First, clarity and conciseness in communication are essential to ensure that the audience understands the main points quickly and effectively. Second, engaging visuals can attract and retain the interest of the viewers, making the presentation more memorable. Third, the ability to interact and respond to questions confidently enhances the credibility of the presenter and fosters a more engaging experience. Additionally, a well-organized layout and flow of information help in maintaining a coherent narrative. Lastly, practicing beforehand can significantly improve delivery and help in managing any potential nervousness.

Developing a questionnaire

Now, collaboratively develop a questionnaire in class that you can use to evaluate your classmates' projects during the gallery walk and to provide them with feedback afterward.

Additional information for teachers

Sample solution for creating the questionnaire

Name of the presenter:

Topic of the presentation:

How informative was the presentation?

Very informative

Informative

Hardly informative

Not informative at all

How well was the presentation delivered?

Very well

Well

Poorly

Very poorly

How well did the presenter know the topic?

Very well

Well

Not well

Not at all

Did the presentation spark interest in the topic?

Yes, definitely!

Yes, a little

Not really

Not at all

What did you like best about the presentation?

Additional information for teachers

If possible, copy the cards for the following task in large format and place them in different corners of the classroom.

Note: Instead of using the prepared cards, you can also let the students design their own posters in groups of four or five students and then afterwards divide them into new groups as described in the video.

Reflection

1. Go back to your groups of four and give each other feedback: What did you think of the presentations? What are your suggestions for improvement?
2. Discuss the gallery walk in general: How did you like the method? What did you find difficult, and what did you enjoy?