Gallery Walk Works Wonders

So many math classrooms of my childhood were filled with voices from the teacher and a squeaky whiteboard marker. There was very little discussion, collaboration, group work, creativity, or engagement. The Standards for math, especially number three, point to forming arguments about math, and critiquing your own work as well as others' work. I think that gallery walks are a wonderful thing that can get this standard done, and connect with some of the 5 practices. Honestly, it really reaches 2-5 practices, but mainly monitoring and sequencing. By asking students to have a gallery walk of their own work or a certain problem, the teacher can ask specific questions about student thinking, and students can ask this of each other. Children are speaking, explaining, collaborating, and critiquing. After the teacher walks the gallery, he/she can then determine which works need to be revisited in front of the class and why. It holds students accountable to their own thinking and allows for greater learning to take place. Having groups up at the front of the class and explaining their thinking often strikes inspiration and ideas in the thinking of their peers. The teacher and other students can ask clarifying questions, or engaging questions that the whole class can participate in and this leads to constructing viable arguments. I believe a gallery walk would take some of the talking time away from the teacher and give it to the students, engage the minds and thoughts of students, and erase some of the mundane patterns of a math class. It also allows students to construct their own arguments about their work and critique the work of others.