Midyear Presentation - GK-12 PLUS at Northeastern University


Feb 20, 2013 (5 years and 5 months ago)


Contract Assessment

12 Program

Northeastern University

Fellow: Lara Scheherazade Jabr

Partner Teacher: Denise Traniello

John D. O’Bryant

Medical Technology

Summary of Mid

Section 1: The Teaching Team

Section 2: Curriculum Implementation

Section 3: Personal Goals

Section 4: Synergy
(overall evaluation of the
12 experience)

Composition of The Golden Thread

The Intentions

The Reality

Ground Zero

Section 1: The Teaching Team

Positive energy, but no
pictures of us
together . . .

. . . Yet we are both so
obviously crazy!

Philosophy of the Duo
(from August)




with each other (receptive to and
allocating suggestions)


with ideas and resources


Continual evaluation

Summary of Teacher/Fellow
(from August)

The teacher and fellow will work as a


sharing responsibilities, ideas, and resources.

The teacher will introduce the fellow to the students as an
instructor at NU.

The fellow will be introduced to the school’s faculty at a
departmental meeting.

The fellow will use common sense in conducting appropriate
behavior, enforcing classroom rules, and adhering to the
appropriate dress code.

The effectiveness of the implemented curriculum will be periodically
assessed through the testing and verbal evaluation of the students.

The following will be ongoing processes throughout the school
year: development of lessons and lab experiments, communication
of feedback and constructive criticism, assessment of partnership,
revision of contract.


(Keep It Simple Sweetheart)

of the Teaching Team

Solid Foundation

+ Functional Dynamic

= Equation for Success

. . . the perfect match . . .

Section 2: Curriculum

The Plan

The Reality

The Changes

A Dynamic Project

Current Project

The Plan

(AKA the neat little packaged plan with a pretty little bow on top)

1. Intro to Structure and Function

2. Chemistry of Life

3. Cells and Tissues

4. Organ Systems of the Body

5. Mechanism of Disease

Faces of Cancer

6. Pharmacology

7. Nervous System

8. Blood

9. Heart and Heart Disease

10. Urinary System

11. Genetics

12. Biotechnology

And the million dollar question:





. . .

. . .

due to the nature of science

and education

~ Burning of boundaries that only
exist in text books

~ Addressing knowledge levels,
misconceptions, questions, and
needs of the minds that matter

our students

Segregate pink from fuchsia . . .

or nanotechnology from biotechnology

The integration of the concepts/colors of science is more like this . . .

in education/knowledge

The Adjusted/Actual Curriculum

1. Intro to Structure and Function integrated with
Organ System

Lab = Rat dissection

2. Chemistry of Life

to the T of what was pre
planned, but spent
a lot

of time ‘minding the gap’.

Lab = Dialysis

3. Cells and Tissues

where integration took full force:


(touched on) Mitochondria (!)




Mechanisms of Disease




Ethics and Politics

Lab = DNA extraction

Project = SNPs and genetic discrimination debate

SNPs, a Case Study, and The Great

PowerPoint explaining the science and
significance of SNPs

Handouts galore!!!

Handout 1 = Pink Slip/Teri Seargent

Handout 2 = SNP Case Study

Handout 3 = Protocol

Handout 4 = Subsequent Information

The Assignments

The Mock Genetic Information House Subcommittee

~ Convenes Friday November 11th 2005 ~

Purpose of the Subcommittee:

The subcommittee is designed to

1. Discuss the controversial, ethical, and scientific issues
surrounding the Genetic Information Nondiscrimination
Act and recent developments in genetic research.

2. Determine appropriate resolution of each issue by:

a) Proposing reformed legislation


b) Proposing measures to be implemented by
participating lobbyist

Composition of Subcommittee:

The Mock GI House Subcommittee consists of 7 lobbying

1. Health insurance companies

2. Life insurance companies

3. National Breast Cancer Coalition

4. EEOC (Equal Employment Opportunity Commission)

5. Pharmaceutical Scientists

6. Academic Scientists

7. Genetic counselors and physicians

Proceedings of Subcommittee:


Each group will have 90 seconds to present their position.


This will be followed by a question/answer and rebuttal
period. Any further questions/rebuttals shall be
postponed until the open forum.


After all positions have been presented; the floor will be
open for discussion
with the objective of resolution

The Assignments

The Debate

Group Position Papers

SNP questions (individual)

Reflection Papers (individual)

The Purpose

The purpose was to develop and foster the



critical/analytical thinking skills


researching ability


writing skills


public speaking skills

while exploring the scientific nature of SNPs, the

ethical and political issues surrounding advances in

molecular biology and genetic discrimination.

The Result


Video clip from period 7


Microbiology integrated with:

Mechanisms of Disease

Pharmacology and Antibiotic Resistance


Lab = growing, visualizing, and identifying

Section 3: Personal Goals

Personal Goal from August:

To not only teach these students the
foundations and intricacies of medical
technology but to help them foster and
develop their confidence and competency
as young scientists.

Amendment to Personal Goal

To help ‘fill in the gap’ in their education and
prepare them for life after high school!

Focal Points = the basics:


Writing skills = an atrocity!


(never conducted beyond science fair)


Analytical thinking
(absent or poorly developed)


Retention through verbal quizzing and


Assessing Comprehension



Moved from asking “didn’t you learn this
in XYZ class?” to asking probing questions
such as “why do we add protease before
the alcohol? What would happen if we
added alcohol first?”

Writing assignments

Making a Valuable Contribution

Continual dynamic teamwork

PowerPoint's of focal topics

Productive/fruitful projects and assignments


Debates, Case Studies, Labs, and Writing

Being a resource inside the classroom and out

Fostering a college
bound initiative

Section 4: Synergy

Like any investment, what you get
depends on what you put in.

Positive and Productive

Lessons learned


. . . And Obstacles!!! . . .

A Special Thanks to:

Wayne Jenne

Claire Duggan

Mary Howley

Don O’Malley

Volkmar Weissig

Joshua Milane

The NSF and all the people who make this possible

The students

And of course, Denise Traniello!

The End