Welcome to Family Secrets Workshop 1

BEGIN Biotechnology, Ethics, Genetics Instructional Network Life Sciences Learning Center, University of Rochester NYS Biology-Chemistry Professional Development Network 2

Presenters Mike DuPré  Kathy Hoppe  Alan Ascher  3

Introductions Share Name State, What You Teach Level (HS or College) 4

BEGIN Overview Problem Based Learning (PBL)  Student Centered  Real World: Human Genome Project Bioethical Decision Making Model Gel Electrophoresis Genetic Testing Simulation Virtual Lab 5

PBL Overview 6

Online Resources  Family Secrets Virtual Lab  Family Secrets Resource  Coach’s Guides, Handouts, Resources 7

Teacher Resource Book: A Quick Walk-Through Introduction Quick Guides Parts 1-5  Script - Flag each script with Post-It’s  Worksheets / Handouts - Get Handouts  Overview, Objectives, Lesson Sequence Appendices - Strategies, Print and Internet Resources, Rubrics 8

Family Secrets Part 1: A Family Disease Part 2: The Dilemma Part 3: A Difficult Choice Part 4: Testing for the HD Gene Part 5: The Future 9

Family Secrets Part 1 A Family Disease 10

Assessing Prior Knowledge What are some examples of diseases that “run in families?” 11

In Part I, you will  Learn about a family whose members might have a genetic disease.  Make a list of Facts and Questions related to this family’s situation. 12

Class read aloud Part 1: “A Family Disease” Listen to reading (page 3) Underline or highlight important Facts 13

Work on Your Own List Facts Develop Questions Record Lists on Individual Facts and Individual Questions Sheets 14

Team Roles Secretary Recorder Spokesperson 15

Brainstorm Guidelines Take Turns and Call out ideas Record ideas as stated (verbatim) Strive for quantity Resist evaluation of ideas Encourage all ideas Piggy-back on other ideas 16

Team Brainstorming Recorder creates 2 posters  Team brainstorms a list of Facts  Team brainstorms a list of Questions Each team member adds to their “Facts” and “Questions” sheets (Optional) FactsQuestions 17

Read this brief article about Huntington’s Disease. Highlight any information that provides an answer to your team’s questions. 18

Topical Barometer If you were Jenny, would you have genetic testing for Huntington’s disease? ________________________________________ Definitely Maybe Not Sure Maybe Definitely YesYes No No 19

Family Secrets Part 2 The Test 20

Class read aloud Part 2: “The Dilemma” Listen to reading (Page 7) Underline or highlight important Facts 21

Work on Your Own List Facts Develop Questions Record Lists on Individual Facts and Individual Questions Sheets 3 minutes 22

Team Brainstorming Recorder adds to 2 posters  Team brainstorms a list of Facts  Team brainstorms a list of Questions Each team member adds to their “Facts” and “Questions” sheets (Optional) FactsQuestions 10 Minutes 23

Categorize Questions Diagnosis and Treatment ( DT ) Symptoms and Prognosis ( SP ) Risks and Cause ( RC ) Family Issues ( FI ) 24

Teams Assign Category Specialists Assign each team member a different category of Questions. Each team member will become a “Category Specialist” Write the title of the category you were assigned on the “Individual Student Research Log” (page 11) 5 minutes 25

Category Specialists Meet briefly with other Category Specialists. Fairly divide the class Questions in the category and assign questions to each person in the Category Specialist group. Record the questions assigned to you on your “Individual Student Research Log.” (Page 11) 26

Individual Research Work individually to research and record information relevant to the your Questions on your research log.  Use colored print resources  Record information on Student Research Log (Page 11) 20 minutes 27

Research Articles General Articles for All: White Diagnosis: Goldenrod Risk and Cause: Pink Symptoms and Prognosis: Blue Other Researchable Questions: Yellow 28

Jigsaw 1  Category Specialists meet to share research Diagnosis Other Researchable Questions Risks and Cause Symptoms and Prognosis 29

Category Specialist Meeting Share the results of your research Complete a Category Specialist Report to Plan a 5-minute presentation for your PBL team (Page 13)  What new information will you present to your PBL team?  What other information would be helpful or interesting? 30

PBL Teams Reform and Share Research: Jigsaw 2 Category Specialists give 5-minute research summaries to their PBL teams PBL team members add NEW Facts and Questions to their lists 31

Your Turn Reaction? Concerns? Questions? 32

Break ! 33