Teaching Strategies
The teaching strategies (Inquiry Chart and Exploration Chart) are from the Guided Language Acquisition Design model.14 The frame uses visual charts with color-coding of the information on the charts. The teacher displays these visuals on the classroom walls during the unit. The charts include questions the teacher and students generate.
The Inquiry Chart is a strategy used to assess student background knowledge and sets the purpose for learning the content introduced. The teacher creates an opportunity for writing and questioning. The teacher sketches two columns on a poster chart using two colored markers. In the top left column, the teacher writes, "What do you know about scientists conducting genetics research?" Then, in the top right column, the teacher writes, "What do you want to know more about scientists researching genetics?" Students orally state their answers and ask questions about the prompt. Then the teacher writes down the exact wording students use.
As the teacher completes the chart, students initial their sentence and question. The teacher reviews the chart and marks where the answer is found on other charts for the sentences and questions. The teacher asks students basic wh- questions. As learning progresses, students ask critical-thinking questions, which are added to the inquiry chart. Questions from Bloom’s Taxonomy levels four, five, and six are critical-thinking questions.
Level four: Apply, when students use the information differently than what was learned. Question examples: What questions would you ask if Mendel were alive now? Which actions would you take if he did not use pea plants? Which factors would you change in his pea experiments?
Level five: Analyze, when students break down information into parts to deepen their understanding and relationships. Question examples: Explain what must have happened when Mendel used a plant other than peas. What conclusion can you draw when the Punnett square shows three white flowers and one purple flower? What was Mendel’s motive to conduct his pea plant experiments?
Level six: Create, when students create individual ideas or viewpoints from prior learning. Question examples: What changes could you make to revise the Punnett square to help you understand it better? Develop a plan for a pea garden to help you understand ways to create a Punnett square label? Devise your own way to create a Punnett square from self to parent?
The Exploration Chart is a strategy used to set the purpose for learning vocabulary and background information, ask questions, and answer questions. First, post photos of a Punnett square and the Navajo clan chart on the wall with no wording. Students are given time to view the photos, then are asked to read the exploration chart poster. First, it reads Observation next, what are you wondering? Then what are your predictions? Students discuss and share their answers with the table team. The teacher selected some heads using a spoon with numbers marked on them. (Number head is when students are given a number: one, two, three, or four) For example, if it is three, all students will share what the team observed in the photos. The teacher writes their observation statement on the chart. Next, students are to ask a question about the photos: What are you wondering? Students state, I am wondering...? After all the threes have given their team questions, the teacher writes their questions on the chart. Then the teacher selects another spoon, maybe a one. All the ones answer, "What are your predictions?" The teacher writes their answers on the chart. The teacher reviews the chart with the class, so students know the process for completing an exploration chart. In the classroom activity, students will independently complete an exploration chart after their team task.
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