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.
INFO DAN FILE LENGKAPNYA KLIK DI SINI ATAU HUB 085398507498
TERSEDIA JUGA DI CHANNEL YOU TUBE PEJUANG SKRIPSI
