May, M. (2018) Tumor mutation burden: unlocking cancer’s genetic
fingerprint. Scientific American. Retrieved
from https://www.scientificamerican.com/custom-media/tumor-mutation-burden/
Based off our topic from last week’s article,
cell biology, we chose to explore another aspect within that realm. This week
our article focused more on the cell replication process and DNA which codes
and plays a role in that process. Again, we began by browsing a number of
websites with biology specific content. While on the website of Scientific American we stumbled across
the article “Tumor Mutation Burden: Unlocking Cancer’s Genetic Fingerprint”. The
article features a plethora of important vocabulary and touches upon several
standards in the cell biology subject including the replication/duplication
process, DNA, and mutations. Furthermore, we chose the article as it hits home
so to speak with just about everyone. Unfortunately, all of us know someone who
has been affected by cancer and had to receive some form of treatment for it.
Due to this fact, the material is relatable for readers and helps to further
engage them in the content.
While reading through the article the first
time, I quickly became interested as the author hooks the reader with the harsh
reality of current cancer treatment. As stated before this was something I have
seen firsthand with family members so I was interested to read more about this
potential alternative. Further reading, it became obvious to see the
connections to the biology classroom as a number of background concepts and
vocabulary jump out. The key concepts that jumped out to me were the role of
DNA sequences in identifying cancers and how comparisons are made between
those. Other important concepts within that discussed the role of mutations in
being the underlying cause of these uncontrollable growth of cells, also known
as tumors, and how to identify these. A quote within the passage sums up a
majority of the article when it states, “by comparing DNA sequences from a
patient’s healthy tissues and tumor cells, and using a number of complex
algorithms, scientists can determine the number of acquired somatic mutations
present in tumors but not in normal tissue”. As you can see a number of
important terms are present in that quote alone but others that arise include
tumor mutation burden, immunotherapy, T-cells, and biomarkers. Overall, the
article highlights the importance of understanding the cell replication cycle
and how mutations in the DNA sequences in this process can have a detrimental
effect. Everyone knows someone affected by this disease so it is important to
understand the underlying mechanisms by which this starts in the first place.
After analyzing the text from the perspective
of a teacher using the article for instruction, it was evident it would be a
good one to use in the classroom. The findings are presented in a text frame
relevant to goal/action/outcome by following the basic scientific process
(Buehl, 2017). Also, the article is straightforward and to the point with very
little to no humor or word play. This style introduces students to scientific
writing which they may take part in while completing assignments or in the
future. Student’s will be able to review background material while taking an
in-depth look at cell replication, mutations in DNA base pairs, and immunity
and responses associated with that. While the author uses just one perspective
in his own, he cites and references a number of scientists and researchers
which signifies the importance of the findings presented. Each of these
scientists present their own possible implications of the research to help demonstrate
further investigative work that can take place to advance the topic. One can
tell that the author anticipates those with biology or a medical background to
be the intended audience, but does well to briefly explain some extended
concepts in case that may not be the scenario. Two images spaced within the
article do well to illustrate different forms of DNA and present it in a way
that capture the reader’s attention and curiosity.
This week Rechelle instructed me to use the
KWL strategy in which the overall goal was to brainstorm prior knowledge and
also confirm, revise, and expand on original understandings of a topic
(McLaughlin, 2015). The three letters of KWL stand for three categories which
are “What do I know?”, “What do I want know?” and “What did I learn?”. Before
reading the article, I was instructed to list what I knew and what I wanted to
know in regard to cancer and mutation. After reading I could fill out what I learned
and double check my first two columns to make sure I answered any questions I
had prior (McLaughlin, 2015).
While brainstorming I had listed my previous
understanding that mutations in DNA occurred through insertion or deletion of
base pairs and how this could lead to uncontrollable growth of cells, the basis
of cancer. Also listed was the fact that dependent on the type of cancer there
was a genetic component as well as an environmental that could activate certain
genes that could be detrimental in the onset of the disease. What I still
wanted to know was why it seems as if chemotherapy was the only treatment
option and whether or not a very specific code existed in one’s DNA for cancer?
Upon completion of the article I was able to expand my initial thoughts and
understand this new process of tumor mutation burden which is the number of
mutations carried by tumor cells, a new biomarker. With this new biomarker, it
has been found that different cancers have different numbers of mutations that
could play a role in the diagnosis and treatment options of cancer (May, 2018).
I had learned that chemotherapy option of treatment is better for cancers that
present a large number of mutations in their cells and that is why you so often
see this treatment in common cancers (May, 2018).
As you can see, the KWL strategy forced me to
take a deeper look in to the article rather than skim through it. Not only did
this strategy help to draw prior connections, but it was used to generate
further questions, make inferences, determine importance, and synthesize
information (Buehl, 2017). I would definitely recommend it for this text and
others like it as it presents an easy and organized manner for students to
document their learning. If they have a brainstormed idea which goes unanswered
it shows them a means to complete further research to find the answers they are
looking and hoping for. The strategy can also be used to make sure the
standards and core concepts are understood in their prior brainstorming and if
not, that by the end of the article, they can be learned.
References
Buehl,
D. (2017) Classroom Strategies for Interactive Learning, 4th ed.
International Reading Association.
May,
M. (2018) Tumor mutation burden: unlocking cancer’s genetic fingerprint. Scientific American. Retrieved from https://www.scientificamerican.com/custom-media/tumor-mutation-burden/
McLaughlin, M. (2015). Content Area Reading:
Teaching and Learning for College and Career Readiness. Boston: Pearson.
Hi Derrick!
ReplyDeleteThe KWL strategy is always a popular reading strategy, and for good reason! As you mentioned, it does force the reader to take a deeper look at the reading to really understand what they do and do not know in order to complete their chart to maximize engagement and learning. One thing I have found with my particular group of students (as a refresher, I teach in an underserved population that struggles with motivational problems), is that they tend to lack the proper drive and commitment needed to make this sort of activity really meaningful. In short, they just simply won't do it, no matter what grade is assigned or how many times I ask. Because of this, it has forced me to create fun and exciting ways to spruce this strategy up to make it more interesting and promote buy-in. My favorite rendition of this strategy uses sticky notes. Instead of printing out a chart on a sheet of paper, I will print the different prompts directly on sticky notes and I will color code them to each of the 3 categories as well. Sometimes, I will just have them keep their notes, or I can have them sort them at the table/group or whole class level to find similarities and promote discussion among the class. All in all, there are all kinds of spins to take on this activity and I would definitely challenge you to think outside the box with it to find new and exciting delivery strategies for this tried and true method!
I liked hearing your perspective and alternatives you have found to using the strategy. Like you said, this is a great strategy but could become overdone to a point students become disinterested. The key is to keep evaluating the strategies you use in your teaching practice and what works with one group or one year may not work the next. Keep the focus on our goals for using the text and what we want students to learn and then find strategies that can help them access these concepts as well as engage and expand their thinking.
DeleteTotally agree that this KWL strategy is a powerful tool if we want to activate our students' background knowledge. In general, students come to the classroom preloaded with knowledge and with a variety of experiences, and our job as teachers is to evaluate the students' background knowledge and assist them in making a deep connection to new ideas and concepts as you mentioned. This is a very good tool that works in any content area for Ells students and non-Ells students as well. It is important that the teacher introduces the lesson first and then present the chart to maximize engagement and learning as Caitlin mentioned. When applying KWL into my math lesson, for instance, there could be math problems like quadratic functions in the K column and the W could be non-quadratic functions. When they have learned the basics of non-quadratic functions, they can put examples on the L column. This will help ELL’s by laying everything out on paper and talking about what they have already learned, will learn, and leaned. Furthermore, I teach gifted students every summer, and part of my job is to have a pre and post-test. I used to give the pretest the very first day of the term, but I realized the students were not really interested in working on it since they knew that the pretest would not count for their final grade. The following summer, I started teaching the lesson first and at some point, during the week, I gave them the pretest. Students were more enthusiastic and engaged in trying to make connections. so, it is imperative that the teacher takes the time to introduce the lesson first because it is important that the teacher makes the students aware of what the students will learn and find out what they already know about the topic. One of the key ingredients of making connections is a curiosity because this is where they say what they want to know. This strategy is good because it lets you as a teacher know that the student is ready for a lesson that goes deeper. For me, the section “I have learned” is the most important because is the evidence of what they have learned. This section allows students to make a direct connection between what they knew before the lesson to what they know now because of their learning experience. Just out of the curiosity, have you experienced integrating this strategy on ELL students ? And do you have any plan for students not willing and able to participate in this strategy? Good job Derrick.
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