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GALLERY WALK / THE INFLUENCE STUDENTS (READING / SPEAKING) ABILITY BY USING GALLERY WALK TECHNIQUE IN NARRATIVE TEXT AT THE SMP/SMA

 GALLERY WALK

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS (READING / SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH GALLERY WALK TECHNIQUE  AT SMP/SMA

2          THE EFFECT OF GALLERY WALK TECHNIQUE  IN TEACHING (READING / SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF GALLERY WALK TECHNIQUE  IN TEACHING (READING / SPEAKING) ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING / SPEAKING) ABILITY BY USING GALLERY WALK TECHNIQUE  IN NARRATIVE TEXT AT THE SMP/SMA

Gallery Walk is a discussion technique that gets students out of their chairs and into a mode of active engagement. A Gallery Walk can be conducted with computers (a "Computer Run"), with pieces of paper on tables, or with posted chart paper. It can be scheduled for fifteen minutes (a "Gallery Run") or for several class periods. For teachers, it's  a chance to gauge the depth of student understanding of particular concepts and to challenge misconceptions.

1.      The teacher prepares several discussion questions. Student teams in a Gallery Walk typically number three to five. So, for a class of thirty write six questions  with five students per group (or two sets of five questions with three students per group) Questions can gauge knowledge and comprehension or can tap higher order thinking skills involving analysis, synthesis, and evaluation.

2.       Questions are posted on different "stations" on classroom walls, placed on pieces of paper on desks in different locations around class, or typed on different computers. Plan on sufficient space for groups to congregate and discuss questions.

3.      At each posted question a student team reviews what previous groups have written and adds new content. After a short period of time, say three to five minutes but the exact time will depend upon the nature of the question, say "rotate." The group then rotates, clockwise, to the next station. The rotation continues until all posted questions are addressed.

4.      As students discuss questions, the teacher can circulate around the classroom, clarifying questions, gauging student understanding, and addressing misconceptions. Write down any misconceptions or lapses in student understanding and address these problems before the end of the exercise. In such a way, Gallery Walk becomes a valuable tool for informal assessment. 

5.      When the group returns to the station where it started,  the group synthesizes comments and makes an oral report, the "reports out" phase of Gallery Walk," to the class. This stage of the Gallery Walk is a great chance for involving the entire class in discussion and to address misconceptions. Group or individual written reports can be completed in lieu of oral reports.

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