Genetics problems

Genetics is one of the topics in biology that some students love and some students hate. It's so easy once you get it and infuriating when you don't. Since much practice and many variations on genetics problem-solving will be required for some students while others would be "treading water", it is a good unit for differentiation.

Technology comes to the rescue here. There is so much to explore in the area of genetics once the simple Punnett grid type questions are mastered. For those students with early mastery of that skill, what will engage their interest?

Are they interested in a family trait? They can construct pedigrees that a few emails or facebook messages to relatives can expand dramatically.

Are they interested in the biochemical details of how a genetic trait leads to the specific phenotype? They can research numerous examples everywhere from wikipedia to Genome.gov with links to entire human genome online.

Are they interested in the ethical questions that surround genetic testing? The ELSI project has links to position papers, ownership issues, and legal standing of personal and public genetics information.

Are they interested in genetic counseling as a career? They can research degree offerings, explore professional websites, and even look at online course offerings.

And what about the students who need more practice?

There are many tutorials and practice problem sets explained in a variety of ways and with a wide range of complexity. Hopefully, there is something for everyone.

In a topic that has been expanding at an incredible pace, and where even current textbooks are quickly out-of-date, the online resources can make genetics a topic for everyone.

Week 5: Wrapping Up

This course has given me the much needed chance to revisit ideas that I have been learning and mulling over for some time.

One of the most important understandings I've developed is the fact that simply knowing that technologies quickly become obsolete is not enough. Although it's true, and important to understand, it is not the key knowledge. It's not just a question of shifting perspectives so that we teach skills that will remain relevant. Rather, it is embracing the fact that new technologies are providing new possibilities. Things can be done now that were impractical or impossible before - but new possibilities are continually emerging. A field study that was once limited to laboriously collected data points, can later be managed through a regional database, and now is updated in real-time by field researchers... who knows what will be next? The data students have at their disposal for analysis changes the kinds of questions they can ask. Thus, we as educators must commit to staying active in the field of educational technology, engaging with and thinking about new options, and giving class time to experiment and develop valuable experiences for our students.

Again, it is key to keep kids active and focused. One without the other will be of only limited benefit. A dutifully focused child may earn good grades, but the leaps of application, the passionate learning, the true goals of education are not likely to be met. Similarly, a child bouncing from experience to experience without the grounding of a focused and directed curriculum is equally likely to miss connections and applications. Our professional duty is to balance these two, and -beyond balance-to pair them such that each enhances the other.

Finally, on a more prosiac note, it becomes increasingly important for administrators to allow time for relevant professional development and lesson planning. In the past a tried-and-true lesson could be repeated year after year, and the succession of students would still be getting the maximum benefit from the technologies available. Now, the limiting factor in providing the best instruction that circumstances will allow is often time: time for educators to reflect, to experiment, to redesign, and rethink. And the committment can't just be made once, to "catch up" with Web 2.o. It must be a perrenial practice.