Midyear Presentation - GK-12 PLUS at Northeastern University

noisymaniacalBiotechnology

Feb 20, 2013 (4 years and 7 months ago)

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Mid
-
Contract Assessment

GK
-
12 Program

Northeastern University

Fellow: Lara Scheherazade Jabr

Partner Teacher: Denise Traniello

John D. O’Bryant


Medical Technology

Summary of Mid
-
contract
Assessment


Section 1: The Teaching Team


Section 2: Curriculum Implementation


Section 3: Personal Goals


Section 4: Synergy
(overall evaluation of the
GK
-
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)


Honesty


Openness/communication


-

with each other (receptive to and
allocating suggestions)


-

with ideas and resources


Dynamic


Continual evaluation

Summary of Teacher/Fellow
Contract
(from August)


The teacher and fellow will work as a
dynamic

teaching
team

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.



K.I.S.S

(Keep It Simple Sweetheart)


of the Teaching Team



Solid Foundation

+ Functional Dynamic

= Equation for Success





. . . the perfect match . . .


Section 2: Curriculum
Implementation


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:


What

Happened

??!!@%#$@!!??

?


. . .
Integration

. . .


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
most


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


almost
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 (!)

-

Genetics

-

Mechanisms of Disease

-

Pharmacology

-

Ethics and Politics


Lab = DNA extraction


Project = SNPs and genetic discrimination debate

SNPs, a Case Study, and The Great
Debate


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


and/or


b) Proposing measures to be implemented by
participating lobbyist

Composition of Subcommittee:

The Mock GI House Subcommittee consists of 7 lobbying
groups:


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
(continued)


The Debate



Group Position Papers



SNP questions (individual)



Reflection Papers (individual)

The Purpose

The purpose was to develop and foster the

students:


-

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


Success!








Video clip from period 7

Currently

Microbiology integrated with:


Mechanisms of Disease


Pharmacology and Antibiotic Resistance


Evolution


Lab = growing, visualizing, and identifying
bacteria




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!


-

Research
(never conducted beyond science fair)


-

Analytical thinking
(absent or poorly developed)



-

Retention through verbal quizzing and

questioning


Assessing Comprehension


Surveys


multifunctional


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
Assignments.


Being a resource inside the classroom and out
(email)


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


Problems/Issues


. . . 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