186: Using Gallery Walks for Peer Feedback

The Cult of Pedagogy Podcast

Jennifer Gonzalez

Education, Teaching, Instruction, Classroommanagement, Educationreform

4.8 • 2.4K Ratings

🗓️ 27 February 2022

⏱️ 34 minutes

🔗️ Recording | iTunes | RSS

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Summary

Peer feedback can be an incredible tool for student growth IF students are trained in how to do it well. In this episode, English teacher Marcus Luther shares how he prepares students for gallery walks, where they give insightful, affirming feedback to each other's writing. With a heavy emphasis on modeling and seting clear norms, Luther's approach is one teachers can follow to help students give higher quality feedback in any class.

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Thanks to Fearless Schools and Read&Write by Texthelp or sponsoring this episode.

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Transcript

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0:00.0	This is Jennifer Gonzalez welcoming you to episode 186 of the Cult of Pedagogy podcast.
0:06.4	In this episode we will be talking about how one teacher used the gallery walk approach
0:11.8	to teach students how to give each other powerful feedback.
0:17.7	Student to student feedback what we call peer feedback has the potential to be an incredible
0:31.4	tool for student growth.
0:33.5	The only problem is most students don't really know how to give each other feedback that
0:37.8	makes a difference.
0:40.0	Research tells us that the solution to this problem lies in training, that we can model
0:44.4	and teach students to give each other better feedback.
0:47.8	In this episode we're going to look at an example of how one teacher did this.
0:52.9	Before we go any further I want to say that the lesson we're looking at takes place
0:56.6	in an English class, but the method, the way students read each other's work and give
1:01.7	feedback can be replicated in any subject area.
1:06.0	So the activity is a gallery walk where student work is posted in various places around
1:11.2	a room and students move from piece to piece reading the work and writing comments on
1:16.1	it.
1:17.3	Gallery walks are not new, but the comments written by this particular group of students
1:21.9	were so rich, insightful and compassionate on such a different level from what I've seen
1:27.5	from most students that when I saw them I had to ask the teacher how did you get your
1:32.9	students to do that.
1:35.4	In this episode that teacher Marcus Luther tells us.
1:39.5	This important to keep in mind as you listen is that in this lesson Luther only focused
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