10-Rep Learning ~ Teague's Tech Treks

The “Will” Peer Review Strategy for Virtual Gallery Walks and other Online Peer Review

A Gallery Walk is a small group to whole group culminating activity in which student work is displayed. In traditional gallery walks, participants view each other’s work and comment with extemporaneous comments or a critical thinking schema (Jonson, 2005; Delgado, 2006; Frank & Krueger, 2025; Omiles & Ramirez, 2025).

In a digital update, a virtual gallery walk is an interactive learning experience with three steps.

Step 1 – Student designers create a digital artifact such as video, audio performance, original art work, slide deck, Google Slides presentations, Infographics, or Concept maps.

Step 2 – Students display their digital artifact, usually through posting in a threaded discussion forum or displayed in a virtual gallery format, similar to a physical art gallery walk. 

Step 3 – All students in a group or class click-walk through the uploaded digital learning artifacts in preparation for Step 4.

Step 4 Rationale – In order to provide deeper meaning and reinforce collaborative, socio-cultural learning, a review strategy is utilized. Previous posts in the 10-Rep Learning blog have featured the P*N*I Peer Review Strategy in Digital and Face-to-Face Gallery Walks. Teague’s 10-Rep Learning P*N*I strategy is an adaptation of Edward de Bono’s PMI Lateral Thinking strategy.
Another strategy to try is the “Will” Peer Review Strategy. The “Will” acronym stands for “What I Learned + Liked.” Students from grades 5 through 12 view the digitally uploaded artifacts (or links to the artifacts) and provide a reply post or digital caption following the letters in the word “Will” “What I Learned + Liked” or “What I Liked + Learned.”

     The “Will” Peer Review Strategy also is engaging for Adult Learners. Teachers and Instructors can vary the complexity of the “Will” statement with additional criteria. For teacher candidates in undergraduate or graduate online courses, the second sentence about what learning occurred may include what the viewer learned that would be effective for classroom use. For Adult Learners, responses reflect in-text and ending citations from the required studies and/or their own research. 

Step 4 Task Instructions: Please view your peers projects [i.e learning artifacts]. Next, post a 2-sentence Reply post summarizing your positive impression of the project [i.e. Learning artifact]. Compose a second sentence that describes what you learned. Begin your sentence with the name of the video creator. Optional: Conclude your WILL response with a question for the video creator to consider in reply to you.

Format example: Student “Will Reply”: What I Liked and Learned about Javier’s Concept Map on Cybersecurity: I Liked that Javier use two languages in the thought bubbles. What I Learned was that passwords need to be changed every 90 days.
Undergraduate/Graduate Student “Will” Reply: Javier, What I Learned from your Concept Map on Cybersecurity is that it will be effective on my classroom routines to prompt student’s to change their passwords every 90 days (Santana, 2025) and I will add this activity to my Google Calendar. What I liked about your Concept Map on Cybersecurity was its uncluttered design and text-to-background contrast that made it easier for me to read.
References
Santana, M. D. (2025). Eliminating the security weakness of Linux and UNIX Operating Systems. In Computer and information security handbook(p. 217-233). Morgan Kaufmann.

                                                               References

Frank, R., & Krueger, S. (2025). Gallery walk as research method in information science. Information Research an international electronic journal, 30(iConf), 171-179. https://doi.org/10.47989/ir30iConf47554