Walkabout Review

A Walkabout Review is a variation of the Carousel Brainstorm process. Chart papers containing statements or issues for student consideration are placed at strategic locations around the classroom. Groups of students brainstorm at one station and then systematically “walkabout” the room to observe and react to work generated by their peers. A member of the original team remains behind to present information to the rotating groups.

The review provides students with an opportunity to become actively engaged in learning and use their own knowledge to further their understanding. It is a student-centered method for generating and sharing large amounts of class data. Because the process is somewhat anonymous, even the most reluctant learners are motivated to participate.

 

Implementation

1. Clearly write the problems, questions, or issue statements to be explored on large pieces of chart paper.
2. Give instructions for completing the Walkabout Review.
3. Separate the class into equal groups based on the number of problems, questions, or issue statements (e.g., 5 problems, 5 groups).
4. Distribute sticky notes and markers to each group.
5. Groups then brainstorm ideas on the sticky notes, coming up with as much information as possible.
6. Use one sticky note per thought or idea. Generally short phrases or sentences work best.
7. Place the sticky notes randomly on the chart paper under the problem, question, or issue statement.
8. To encourage creative and open thinking, groups consider all ideas without judging their accuracy or relative importance.
9. Each group chooses a spokesperson to share the team’s information.
10. Remaining members of the group move to the next station in a clockwise pattern. The spokesperson stays behind to review his/her team’s findings with the visiting groups.
11. During each round of the Walkabout Review new ideas are added to expand the information base. Different color sticky note are used for the follow-up data.
12. When each group has rotated back to its original chart, the spokesperson introduces the added information.
13. Each spokesperson then summarizes the class findings to the larger group.
14. If students maintain a notebook, have them write a summary reflection that captures the essence of what they discovered during the Walkabout Review.

 

Assessment

In brainstorming activities such as this, student performance is not typically assessed. Teachers may want to generally evaluate student levels of participation or review the final reflections.

 

Classroom Management

• To support quality discussion and analysis, use a maximum of five - six problems, questions, or issue statements.
• Create problems questions or issue statements that stimulate discussion. Overly difficult questions frustrate students and inhibit thoughtful generation of ideas.
• Use different color sticky notes for the initial round and for the walkabout rounds. This distinguishes the original and subsequent ideas generated during the walkabout.
• One drawback to the Walkabout Review is that the spokespersons do not have the chance to experience ideas generated at other stations. A partial remedy is to prepare a handout that summarizes the entire class’ findings. Another approach is to switch presenters every time the class rotates. However, this may cause classroom management issues.

 

Interdisciplinary Connections

English - After reading a few chapters of a novel, the teacher places the names of the main characters on chart paper. During the Walkabout Review, the class charts what they have discovered about each character.

Social Studies - At the beginning of a unit on American involvement in world conflict, the teacher lists different wars on chart paper (e.g., WWI, WWII, Vietnam, Iraq etc.). Students prepare statements to indicate what they already know about each war.

Environmental Science - Statements are presented that introduce the key issues covered during a unit on human population.

Preparation time: 20 / Delivery time: 35