Reflection: Adjustments to Practice Nucleic Acid Structure and Function : Working with Models (Day 3 of 5) - Section 4: The Classroom Flow: Wrapping Up


In this lesson, I used student polls to assess student familiarity and comfort with specific important terms needed for DNA lesson learning goals.  I asked student groups to discuss the board prompts which asked them to pick one word from our list on the board they felt very comfortable explaining and then another that they were really unclear about.  Each group elected one spokesperson to share with me their consensus for their most and least familiar words from the list and as each group shared out, I put a mark next to each word they stated:  green mark for familiar words and a red mark for unfamiliar words, for a total of eight red and green marks up on the board.  

Of course, this is a formative assessment for me as the teacher in order to better plan and adjust my teaching within the lesson series.  However, I did not realize how powerful it would be for students to see how closely their concerns and confidence areas matched those of the rest of the room.  Because the results were visible from class to class, students could look at how each different class responded to the same lesson they had experienced and to think about why things were similar or different.  Students felt more comfortable the next day asking questions because they knew without a doubt that they were no alone in their areas of concern.  Leaving the red and green marks next to our term list up throughout  the lesson series also served as a constant reminder to me to check in and revisit terms until students felt that they were clear.  The visible poll lent accountability to both students and myself to address and pursue our understanding more deeply.  I loved seeing how making student thinking visible to everyone helped everyone achieve more throughout our series.

  Using Student Polls to Support Reteaching Strategies and Focus
  Adjustments to Practice: Using Student Polls to Support Reteaching Strategies and Focus
Loading resource...

Nucleic Acid Structure and Function : Working with Models (Day 3 of 5)

Unit 7: Unit 7: DNA & Protein Synthesis
Lesson 10 of 22

Objective: SWBAT identify the components of DNA and DNA replication using paper, puzzle piece, and 3-D DNA models.

Big Idea: Get your students communicating their knowledge of DNA structure and function through their analysis of a variety of DNA models!

  Print Lesson
Add this lesson to your favorites
replication hand dance part
Similar Lessons
Analyzing Poetry About Beliefs: Using CEE to Save FACE (Day 2 of 2)
9th Grade ELA » Poetry Analysis
Big Idea: What does C.E.E. look like on paper? Let me show you.

Environment: Urban
Donna Fletcher
Making judgments: Who is looking at my social media and what do they see?
10th Grade ELA » Electronic Privacy
Big Idea: Does social media have consequences? Can you handle them?
Independence, MO
Environment: Suburban
Lindsay Thompson
Meiosis Simulation Lab (Day #1 of 3)
High School Biology » 3) Genetics ("Identity & Change")
Big Idea: Meiosis is the process that produces unique sex cells that eventually leads to the creation of genetically unique offspring.
Kent, WA
Environment: Suburban
Mitchell  Smith
Something went wrong. See details for more info
Nothing to upload