Opening Activity - Students will read the Marfan Syndrome Article and record three interesting facts about the genetic disorder and a statement of how Marfan Syndrome is related to our study of genetic disorders. After students have had the opportunity to record their responses, the class will participate in a whole-group discussion to determine how Marfan Syndrome relates to our class study of genetic disorders.
Preparing the Technology - As students are reading the article and writing their responses, the computers for today's activity need to be turned on, students need to login with their school-assigned access codes, and pull up their Genetic Research Project Presentations to the desk top in anticipation of today's Gallery Walk. Our classroom set of laptops run really slow so on days that laptops will be utilized, students need to prep the devices early so instruction time in the lesson is maximized!
Previous Lessons - This lesson is the culmination of the students' collaborative group research and group effort to create their Google Drive presentation. Please view these previous lessons to conceptualize the scaffolding of instruction that build to the culmination of this lesson.
After students have completed their opening activity, they will prepare their own note-taking guide using the Genetic Disorder Project Handout as a template. Once students have created their own data table to record their notes from each stop on their Gallery Walk, they are ready to rotate around the room and listen to each of the student presentations.
The video clip articulates the set-up of the Gallery Walk activity. This strategy can be adapted to support any topic of group presentations for your students.
As the students are presenting their group presentations to their small group audience, the teacher rotates around to each group and completes the Genetic Disorder Group Project Assessment Rubric by writing observations notes and assigning points for each required topic from the presentation. The teacher may need to rotate around to each group multiple times in order to view each required component of the students' group presentations. Another option is for students to give the teacher access to their Google Drive Presentations using the "share" feature of Google Drive which will enable the teacher to view the lessons after school in a slower-paced environment without the rush to get around to each group by the end of the lesson. My suggestion is to incorporate a hybrid of assessment for the students using the in-class time to determine the students' presentation skills, in addition to viewing the presentations at a later time in order to evaluate the technical aspects of the presentation according to the expectations described on the rubric.
Student Presentation Image 1 - Student presentations are an effective strategy to communicate research findings to peers.
Student Presentation Image 2 - The small group setting builds confidence for student-presenters and keeps audience participants engaged versus a large whole-class presentation.
Student Presentation Image 3 - The jigsaw portion of the gallery walk makes each student responsible for obtaining the information from their assigned stations so each student is determined to fulfill their obligations to the group. This level of responsibility keeps students focused and on task during the gallery walk activity.
Student Waiting To Present Image - This student is waiting for her peers to gather around her station so she can begin to share her presentation.
The Gallery Walk In Action:
Jigsaw Data Share In Groups: Once students have viewed their assigned presentations around the classroom in the Gallery Walk, they will report back to their original groups to share the data they have compiled with their other group members in a "jigsaw" type of activity. By the end of the data sharing portion of the lesson, students should leave the classroom with a completed data table of information for all 18 genetic disorder topics. If groups did not get around to all presentations, the class will have to do a short review at the beginning of tomorrow's lesson to ensure all students have recorded all the necessary information.
Student Reflection to the Gallery Walk Strategy:
The first student to speak has been in our Biology class all year and has participated in a gallery walk activity in a previous lesson. The second student to speak joined our classroom a few weeks ago so this was her first time participating in a gallery walk. The student feedback was overwhelmingly positive and most students really enjoyed the gallery walk as an interactive strategy to communicate research data and participate with classroom peers.
At the conclusion of the Gallery Walk, students will complete a self-reflection for Genetic Disorder Research Project. The self-reflection can be completed as homework or as an opening activity in the next lesson. In this video clip, students completed their self-reflection as homework and reviewed in a whole-group discussion in class the following dy.
Student Self-Assessment Response Topics - This image is from the front board that lists the topics of discussion for the Student Self-Assessment. At the conclusion of every group project, students are required to reflect on their effort and the collaborative effort of their group members. The self-refection also focuses on what each student has learned through the project in an effort to reinforce the learning goals which for this project was the cause of genetic mutations that lead to greater genetic variations in the population.
Samples of Student Self-Assessment Statements - The students were very honest and detailed in their self-reflection responses. Overall the student sentiment demonstrated that they had fun in the collaborative groups, enjoyed working with the Google Drive technology, and had the opportunity to learn more about the genetic disorder topic that they selected.