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Lesson Study in Introductory Biology Courses. Scott Cooper, Roger Haro, and Bill Cerbin University of Wisconsin-La Crosse, USA. What is Lesson Study?. Lesson study is a process developed in Japan, in which a group of teachers jointly design , teach , observe , analyze , & revise

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lesson study in introductory biology courses
Lesson Study in Introductory Biology Courses

Scott Cooper, Roger Haro, and Bill Cerbin

University of Wisconsin-La Crosse, USA

what is lesson study

What is Lesson Study?

Lesson study is a process developed in Japan, in which a group of teachers jointly

design,

teach,

observe,

analyze,

& revise

a single class lesson, called a Research Lesson.

lesson study cycle
Lesson Study Cycle

Develop Student

Learning Goals

Re-teach, Study &

Document Lesson

Design & Plan

the Lesson

Analyze Evidence &

Revise Lesson

Teach, Observe,

Gather Evidence

of Student Learning

lesson study teams in the uw system
UW-Colleges (Barron, Fond du Lac, Marathon, Marshfield, Washington, Manitowoc, Sheboygan)

UW-Green Bay

UW-La Crosse

UW-Madison

UW-Milwaukee

UW-Oshkosh

UW-Platteville

UW-River Falls

UW-Stevens Point

UW-Stout

Lesson Study Teams in the UW-System

Participation 2006

40 teams

150+ instructors

16 campuses

our course general biology
Large lecture setting

100-150 students

3 hours lecture

2 hours lab

Clickers

Student body

Freshmen

Mixed background

Mixed majors

Challenges

Engagement

Interest

Problem-solving

Grading

Our Course: General Biology
biology lessons under development
Evolution – (2005)

Survey students before and after unit with questions about their understanding of how evolution works.

Will not ask if they believe in evolution, just if they understand it.

Ecology – (2005)

Students analyze data on temperature and precipitation and build ecological models to explain any trends.

These models are then tested by examining data from other sites.

Biology lessons under development
biology lessons under development7
Genetics – (2005)

Students are assigned one of the 63 mutations that cause phenylketonuria and have to explain how that specific mutation could cause the disease.

Cells – (2005)

Students analyze data on how specific mutations in a gene in mice lead to susceptibility to ecstasy.

Similar mutations in humans have been linked to deaths in people using the drug.

Biology lessons under development
populations 2003 4
Populations (2003-4)
  • The Parsitologist’s Dilemma
    • Many countries have a problem with overpopulation which can lead to environmental damage and a lower quality of life.
    • These same countries also have a lower life expectancy due to infectious disease.
    • The “Parasitologist’s Dilemma” is that in curing a disease, one may contribute to overpopulation.
the lesson
The Lesson
  • Students are broken into groups and assigned a variable to research.
    • Give groups of students links to data on population and environmental indicators in 3-4 countries.
    • Students prepare a powerpoint slide with their assigned variable for the countries.
    • Students predict impact of curing heart disease or malaria on the population of each country.
    • These slides are presented in lecture as digital posters.
heart disease is the leading cause of death in developed countries
Heart Disease is the leading cause of death in developed countries.
  • 50% of all deaths in US and Europe, typically >50 years old.
  • Caused by obesity, poor diet, lack of exercise, diabetes, and genetic factors.

Clot in Coronary Artery

malaria is a leading cause of death in less developed countries
Malaria is a leading cause of death in less developed countries.

Malaria kills 2-3 million humans

annually (90% of malaria deaths are in Subsaharan Africa)

Caused by Plasmodium parasite and transmitted by mosquito

Affects primarily children under age of five and pregnant women

(Malaria kills an African child every 30 sec)

assigned variables
Assigned Variables
  • Variable Predict
  • N, r, and G Impact of curing malaria and heart disease on variable
  • Life expectancy Impact of curing malaria and heart disease on variable
  • Kids/woman Impact of curing malaria and heart disease on variable
  • Infant Mortality Impact of curing malaria and heart disease on variable
  • Adult Mortality Impact of curing malaria and heart disease on variable
  • Immigration Emigration Impact of curing malaria and heart disease on variable
  • Ecological footprint Change of variable in 2050 vs. today
  • Water supply amt./quality Change of variable in 2050 vs. today
  • Population density Change of variable in 2050 vs. today
  • Land use Change of variable in 2050 vs. today
  • Wildness Change of variable in 2050 vs. today
student work
Student Work
  • Groups of students research assigned variable and turn in powerpoint slide as electronic poster.
  • These are graded and presented in the next lecture.
  • Students have a table to fill in the results of their colleagues research.
slide15

Life Expectancy for Tanzania, France, and United States & Effects of Curing Malaria and Heart Disease

Source: US Census Bureau

slide16

Adult Mortality

France

Tanzania

USA

N,R,G

Males: 133 per 1000

Females: 60 per 1000

Adult Mortality

Curing Malaria

Curing Heart Disease

Source: US Census Bureau, World Health Organization

results
Student Engagement

Difficulty sympathizing with the malaria victims.

Tuned out when the environment and consumption were discussed.

Link between variables and population or environment were not clearly stated.

Revisions

Included more pictures of children with malaria.

Decreased number of slides on consumption, and had students do research themselves.

Required statement of impact on slides students turned in.

Results
college lesson study project
College Lesson Study Project

Project homepage: www.uwlax.edu/sotl/lsp

Project Blog: http://lessonstudy.blogs.com/

Sample Lesson Studies: http://www.cfkeep.org/html/gallery.php?id=75749626546865

Contact: Bill Cerbin, cerbin.will@uwlax.edu