The genetics project turned out very well for many students. Here are some of my thoughts on the successes of the project:
1. Heightened awareness and empathy from developing their presentations
Many students were touched deeply by the stories that they read and moved to go beyond the requirements of the project. One student described reading post after post about one family's journey until he had read their entire blog, over 80 posts spanning 3 years. Another student, in her reflection wrote,
"I thought that this activity was one of the most touching assignments I’ve completed in my 4 yrs of high school. Most projects seem to drill information into a student’s head, but this one gave me a new outlook on life. I’ve known people with non-serious genetic differences, though these differences all had environmental factors as well; I’ve volunteered at Special Olympics, but neither of these things helped me understand how life was for these individuals and their families. This is seriously the only project that I researched more on the subject than I had to. Thank you for assigning this."
2. Heightened awareness and empathy from watching presentations
One of the things that moved me the most was that four students based presentation on their own experiences with friends or family members who had specific genetic differences including Down syndrome, SMA type I (spinal muscular atrophy), and Prader-Willi syndrome. One student also covered Asperger's syndrome which, although the genetic mechanism has not been elucidated and is likely to be complex and only partially responsible for developing the disease, was of such passionate importance to the student who asked to choose it that I felt everyone would be best served by allowing her to proceed. The students handled themsevles with great respect during these presentations, listening in silence and with great attentiveness, and providing sincere and thoughtful feedback. Even presentations which were not based on personal experience were respectful, and for the most part, quite moving.
3. A chance for creativity and freedom of format
My IB students have almost all of their assessment based on the types of questions that IB will give them - data-based analyses, topical essays, lab design and reports, etc. While they certainly need these skills and lots of practice, it is rather limited in allowing them to express their love of the subject. This project was a welcome difference to us all. This time the students used a variety of formats, including blog posts, movies, narrated slideshows, and narrated powerpoints. Many students who are not strong public speakers, especially EAL students, chose the recorded narration format, while some others spoke over powerpoint presentations and pasted their script into the notes. In addition to allowing students creativity, and although the products were not perfect, the students definitely practiced and improved their skills.
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