At Little Hearts Organization, we believe that learning is most effective when students are actively involved in the process. Through meaningful activities and hands-on experiences, children can build confidence, strengthen their skills, and apply what they learn in real-life situations.
On Friday, May 29, our Primary and Secondary students participated in an interactive Gallery Walk Project during their English classes. The activity served as the first major English project under our new curriculum and provided students with an exciting opportunity to showcase their learning, teamwork, and communication skills.
The Gallery Walk Project also reflected the goals of the new English curriculum that was introduced to strengthen students’ communication abilities, oral comprehension, pronunciation, vocabulary development, and practical use of English. Since implementing the curriculum, our focus has been on creating more opportunities for students to actively use English through discussions, presentations, group work, and interactive learning activities. This project allowed students to put those skills into practice while demonstrating their progress throughout the term.
As students approach the end of the term, the Gallery Walk provided an excellent opportunity for them to demonstrate what they have learned while developing important life skills.
The Gallery Walk transformed the classroom into an interactive learning exhibition. Instead of simply completing assignments at their desks, students became presenters, sharing information and teaching others about topics they had researched together.
Students were divided into five groups, with each group assigned one of the following topics:
- The Water Cycle
- Plastic Pollution in Cambodia
- Climate Action
- Life on Land
- Your Health, Your Power
Each group prepared displays, organized information, and practiced presenting their topic to visitors.
To ensure every student had the opportunity to both present and participate, the Gallery Walk was conducted in two rounds.
During the first round, two members from each group remained at their station as presenters while the other members visited the different stations. Students listened to presentations, asked questions, shared ideas, and learned about the various topics being discussed.
In the second round, students switched roles. Those who had previously been presenters became visitors, while the visiting students took over presentation duties. This allowed every participant to experience both sides of the learning process—sharing knowledge and learning from others.
The project encouraged students to:
- Practice speaking English with confidence.
- Learn and work together.
- Share their ideas with others.
One of the most valuable parts of the project was seeing students speak in front of others with growing confidence. By explaining their topics, answering questions, and interacting with visitors, students were able to use English in a practical and meaningful way.
The activity was facilitated by our English teachers, Teacher Panha and Teacher JJ, who guided students throughout the preparation and presentation process. Their support helped create an environment where students felt encouraged to participate, collaborate, and challenge themselves.
Since this was our first Gallery Walk Project, we invited Tony, our teachers, and the students to serve as visitors throughout the activity. As they moved from station to station, they listened to presentations, asked questions, and encouraged the presenters. Their involvement made the experience more meaningful and gave students the opportunity to practice sharing their ideas with others in a supportive and engaging environment.
What stood out most throughout the project was the enthusiasm and determination shown by the students. Every group brought its own strengths, creativity, and ideas to the activity. As our visitors observed, each group had different strengths and areas for improvement, but together they supported one another and created a positive learning experience.
Beyond the presentations themselves, the Gallery Walk showed how students are beginning to apply the skills emphasized in the new English curriculum. Rather than simply completing classroom exercises, they were able to communicate ideas, engage in discussions, and use English in real-life situations.
We are proud of all the students who participated and grateful to our teachers for guiding them through the project. While there is still much to learn, seeing the children step forward, express themselves, and challenge their own limits is already a sign of growth and progress.
As part of our commitment to continuous learning, we plan to conduct this project again after the final term of the school year. This will allow us to compare students’ progress and celebrate how far they have come.
For now, we celebrate the effort, confidence, and enthusiasm shown by every student who participated. We look forward to seeing even more growth in the months ahead.