Presentation and Gallery Walk STACY SHEWMAKE EDU 5250
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Presentation and Gallery Walk STACY SHEWMAKE EDU 5250 AUGUST 21, 2017 ROBERT EDLEBROCK
Gallery Walk �Work can be improved by feedback �Playing field is leveled �Knowledge and ideas are shared �Discussions are generated (Buck Institute for Education, n. d. )
Participants • Peers • Teachers • Experts • Students • Stakeholders
Motivating your Audience �Involve them �Literacy Skills �Strong Opening �Techniques
Addressing Adult Learners • The Human Mind • Mental Processes • Cognition/Cognitivism • Theorists • Theories
Reflective Practitioner Skills Real time Ethical Complex
Conclusion Using Gallery Walks motivate learner/teachers to interact and engage with one another. Everyone that participate share ideas and knowledge which contributes to discussion. The participants in Gallery Walks are made up of all types of people such as teachers and students etc. There can be small groups or large groups of participants. In which they all share feedback on misconceptions such as audience motivation. Persuasion is the key to motivating your audience. Thought, creativities, and plans need to be understood when presenting something. The audience needs to be involved, so addressing their topic and any concerns is a must. Having the knowledge of literacy skills and using a strong opening to the presentation can keep your audience on tract. Having knowledge of presentation techniques are important. This is what adult learning is about. The human mind is memory, knowing, problem-solving, and thinking. Our mental processes (cognition) make us capable of learning anything. Cognitive theorists such as Piaget and Bandura developed theories that explored the human mind from infant to adult. All humans never stop learning.
References � Albert Bandura: Award for Distinguished Scientific Contributions: 1980. (1981). American Psychologist, 36(1), 27 -34. doi: 10. 1037/h 0078023 � Association of College & Research Libraries. (n. d. ). Information literacy competency standards for higher education. Retrieved from http: //www. ala. org/acrl/standards/informationliteracycompetency#ildef � Brainerd, C. (1996). PIAGET: A centennial celebration. Psychological Science (0956 -7976), 7(4), 191 -195. � Buck Institute for Education. An Introduction to the Gallery Walk [Video file]. Retrieved fromhttps: //youtu. be/r. Ql. Hu 1 Tb 3 IA � Learning Theories (2016). Available at http: //www. learning-theories. com � Picture art. (2017). Retrieved from Micro soft office 2010. � Vassallo, P. (2002). Persuading powerfully: Tips for writing persuasive documents. et Cetera, 59(1), 65 -70.
