Using tree diagrams to teach about genetic variability during meiosis

The flipped classroom model relies on shifting the burden of learning low-level content to the individual student outside of class, allowing 1.) students to learn this material at their own pace and 2.) class time to be used more exclusively towards applying low-level concepts to high-order problems in an active learning experience. Research has shown that a flipped classroom model improves student outcomes and does not affect content coverage (1). Thus, the flipped model is a practical method to help teachers balance the reality of covering extensive content with the desire to promote active learning in the classroom. This Educational Transfer Plan (ETP) uses the flipped classroom model to design a lesson for an introductory biology (human heredity) course. The lesson chosen is one that typically focuses on low-level, but central, concepts and for which students currently spend little to no in-class time applying these concepts to high-order problems (random assortment during meiosis and the generation of gametes). Additionally, it addresses mathematical, statistical concepts in biology, a notoriously challenging subject area for biology students. The lesson plan and sequence (with associated videos for students to watch before class, series of problems, discussion topics, and projects) are generalizable to any introductory human biology course lesson.