Gallery "Walk" Using Google Slides and Padlet

I am currently trying one of Engage NY's ELA modules in my English class. In order to build background for the novel for the unit, the module has the students complete a Gallery Walk with primary sources. The sources range from poetry, to images, to quotes from historical figures.

I decided to digitize this process and brainstormed the best solution. I needed to recreate the sticky note aspect of a gallery walk, but also keep all of the student comments organized. I thought about putting the primary sources on a Google Doc and then having students add comments, but this would create too many comments in the margin since each student had to comment on each source.

I decided instead to put each primary source on a Google Slide and create a link to a Padlet wall for that slide. Students spent time reading and observing each slide for the gallery walk, and then clicking on the link to add to the padlet wall for the slide. Students were able to add their comments about the slide and interact with other student ideas. The Padlet wall functioned as the sticky notes for each artifact.

I staggered which slide each student started on in order to cut down on the number of students adding to a Padlet wall at the same time. Once each student had contributed a comment for each artifact  of the digital gallery walk, I put students in groups in order to summarize the comments for each slide.

Using Google Slides and Padlet for the gallery walk had a couple of advantages. First, the gallery walk now had a permanent digital home. Students could access the artifacts and comments at a later date. Padlet allows the creator of the wall to make it "View Only," therefore students can access the artifacts and comments at a later date. Second, this activity could be used in a flipped classroom model. Students could complete the Galley Walk at home and then the discussion of the artifacts could happen in class.

This process would never replace all Gallery Walks in class. But when you need one that students can complete in the cloud, this process seemed to work. 

Digital Research Part 1: Teacher Guided

At a recent Edcamp, I facilitated a discussion about student research online. At the beginning of the session all of the teachers agreed that students have poor research skills. In addition, teachers felt unsure how to help students develop the research skills they needed. Based on the ensuing discussion at the Edcamp and input from other teachers, I think there are at least three ways to help students effectively conduct research online. In this first post I will focus on teacher guided research strategies.

#1 Link List

Perhaps the most basic method is creating a list of links for students to click through. This could be as simple as creating a list of hyperlinks on a Google document. Or it could be something more visually appealing like creating a Blendspace lesson. This website allows a teacher to drag-and-drop resources onto a grid that can be shared with students via a shortened url. Students can then proceed through the lesson one step at a time. I have included a link to video tutorial on how to use Blendspace.

#2 Google Custom Search

Another option is for a teacher to create a Google Custom Search Engine.  This Google tool creates a unique search page which limits student searches to a list of websites the teacher chooses in advance. An advantage to this choice is that it allows students to practice their searching skills with a small set of web pages that have been vetted by the teacher. I have included an online tutorial below created by Nancy Minicozzi.

The next blog post will describe how to teach students how to do online research using Instagrok.