College Lesson Study

Lesson Study in English: Framing Expectations for Literary Study

Title: Framing Expectations for Literary Study
Discipline/Field: English, Literary Study, Literature
Authors: Susan Crutchfield, Natalie Eschenbaum, Bryan Kopp, Kelly Sultzbach (alphabetical listing), Department of English, University of Wisconsin-La Crosse

Abstract: Students frequently think about general education and foundational literature courses simply as requirements to fulfill. Our broader goal was to scaffold student thinking about the purpose, value, and necessity of literary study. We focused on three more specific goals: 1) to help students understand that both a “right answer” approach to interpretation and an “anything goes” approach are problematic; 2) to help students appreciate the positive value of ambiguity as something that invites multiple persuasive interpretations; and 3) to help them recognize that literary modes of thinking can be applicable to non-literary texts as well. Our observations revealed that some teams arrived quickly at single, closed interpretations whereas others generated new, persuasive readings of the poem. During the large group conversation, individuals generally were good at providing valid textual support for their interpretations. In subsequent classes students seemed more willing to entertain multiple interpretations and to challenge one another. Students seemed to have made progress with our first and second goals. We saw evidence for our third goal when students at the end of class started asking the question, what makes a text “literature” or not?

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Lesson Study in Economics: Developing Students' Thought Processes for Choosing Appropriate Statistical Methods

Title: Developing Students' Thought Processes for Choosing Appropriate Statistical Methods
Discipline(s) or Field(s): Research Methods, Statistics
Authors: Elizabeth Knowles and James Murray, Department of Economics, University of Wisconsin - La Crosse
Submission Date: August 23, 2012

Abstract: Introductory statistics classes typically emphasize computation and implementation procedures for a number of statistical tests. While it is essential to build these skills before achieving higher-order critical thinking skills, students often struggle in subsequent research methods courses when expected to select appropriate statistical tests to answer research questions. This requires an understanding of how statistical methods are related to one another; and to achieve this, students must develop a more advanced organization of knowledge. We designed a lesson to help students build a knowledge organization to achieve this outcome, and observed students to better understand their thought processes. We share our thought process map for selecting a statistical test, report on the impact it had for our students, and offer suggestions for improving the lesson. In addition, we describe the thought processes students used, both before and after being exposed to the thought process map, and identify sources of confusion revealed through the lesson study process. These include: when to apply an independent-samples test versus a paired-samples test, how the identification of scale of measurement led students to choose the wrong statistical method, the difficulty students had recognizing or defining what the variables in a problem were, and the lack of understanding of the difference between statistical language and colloquial language.

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Lesson Study in Health Professions: Effectiveness of Applying Case Study Method of Instruction to Pathophysiology

Title:  Effectiveness of Applying Case Study Method of Instruction to Pathophysiology
Authors:  Melissa Weege, Aileen Staffaroni (University of Wisconsin- La Crosse)
Discipline: Health Professions, Radiation Therapy, Nuclear Medicine, Pathophysiology, GI Disorders
Submission Date:  June 15, 2012

Abstract: Upon completion of the lesson study of GI disorders, we desired to see students retain information about the GI disorders on the unit exam. In addition, in section one,  we hoped to see this same information retention on the final exam at the end of the semester. Secondly, we wanted to see the students apply the GI information learned in this unit. The lesson study was designed in a case study format. Observations gleaned from the Lesson Study of GI Disorders were useful in making thinking visible. Our main goal to see information retention was attained as evidenced by the exam scores. The goal of student application of content was also met. Rhe Lesson Study goal of observing collaboration and critical thinking skills was achieved by section two and useful information regarding the lack of achievement in section one was attained by the Lesson Study observation.

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Lesson Study in Psychology: Students' Understanding of How Beliefs and Context Influence Motivation for Learning

Title: Students' Understanding of How Beliefs and Context Influence Motivation for Learning
Discipline or Field: Psychology
Authors: Tesia Marshik, Bill Cerbin, Katy Kortenkamp, Roger Dixon, UW-La Crosse

Abstract:
Our overarching goal for this lesson study was for students to understand and perceive the relevance of motivation theories and to be able to apply these theories to their lives (as students and as future teachers). From a specific lesson standpoint, our goals were for students to correctly identify different achievement goal orientations (i.e., mastery, performance-approach, and performance-avoid goals), to experience how such orientations affect students’ behaviors and performance in the classroom, and to understand how personal and contextual factors shape individuals’ goal orientations.  To meet these ends, we developed a 2x2 between-participants experiment in which we attempted to manipulate students’ goal orientations and performance on an anagram task. Each student received one of two different sets of anagrams to solve: the last word for each group was the same (“cinerama”), but the preceding words were either solvable (“melon” and “baker”) or unsolvable (“whirl” and “slapstick”). Furthermore, students were given two different sets of instructions: one set promoted performance goals while the other set promoted mastery goals. As a class, students completed the anagrams one-at-a-time and publicly indicated when they solved each anagram. Afterwards, students answered a series of questions about the task regarding their personal enjoyment, persistence, efforts, etc.  Students were then debriefed and we had small-group and full-class discussions about the relevant motivation theories. Through observations and analyses of students’ responses in-class and via the questionnaires, we found that the lesson was overall successful in terms of increasing students’ understanding of the effects of different achievement goals. The lesson seemed to be especially salient/powerful for students in the “performance goal and unsolvable task” condition (who likely experienced learned helplessness during the activity). On the other hand, students in the “mastery goal and easy task” condition seemed to be the least engaged.

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Lesson Study in Political Science & Public Administration: Examining Student Understanding of Ideology

Title: Examining Student Understanding of Ideology
Discipline(s) or Field(s): Political Science & Public Administration
Authors: Steve McDougal, Jeremy Arney, Ray Block, and Jo Arney, University of Wisconsin-La Crosse
Submission Date: May 2012

Abstract:  We sought to develop a richer understanding of ideology. At the end of the lesson we hoped students would be able to describe the key values that contribute to an individual’s ideology and would be able to explain why no two individuals have the exact same ideology. We observed improvement in student understanding over the course of two semesters.

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Lesson Study in Environmental Studies: Improving Group Discussions Using a Human Continuum

Title:  Improving Group Discussions Using a Human Continuum
Discipline or Field: Environmental Studies
Authors: Wayne Bocher, Kate Hasenbank, and Jan Wellik, UW-La Crosse

Abstract: The lesson study plan focused on population issues as the topic of discussion. We assigned a reading in preparation for the discussion, opened the topic with a turtle game activity, and transitioned from game results focusing on turtles to the broader discussion about the population issues. We utilized a prepared list of nine general population statements (e.g. “In a real crunch, jobs are more important than environmental quality”) to discern student agreement/disagreement on related topics, and then focused on the three statements that elicited the most diverse responses in order to promote an engaged discussion. We used a mix of individual writing, small group and large group discussion prior to whole class discussion to examine which style promoted more student participation. At the end of the class period, students were asked to complete an anonymous evaluation to help us gauge lesson success from the students’ perspective. Our findings to date from evaluation feedback and lesson observation include: utilizing small groups prior to whole class discussion is helpful for students and results in better participation; students enjoy interactive, experiential learning; students found the turtle activity effective as a warm-up to discussions on population issues; some students are not clear about the difference between a discussion and an argument.

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2012-13 UW-La Crosse Lesson Study Participants

• Chemistry: Melissa Anderson, Nadia Carmosini, Katherine Friesen
• Economics: James Murray, TJ Brooks, Laurie Strangman, Betsy Knowles, Bryan Kopp
• Educational Studies: KT Willhite, Gary Willhite, Mary Love
• English/Literature: Kelly Sultzbach, Susan Crutchfield, Bryan Kopp
• English/Composition: Bruce Handtke, Jennifer Mohlenhoff-Baggett, Ryan Friesen
• Management/Marketing: Nicole Gullekson, Maggie McDermott
• Modern Languages: Laura Merino, Matthew Field, Amber Hackman
• Philosophy: Sheri Ross, Sam Cocks, Eric Kraemer
• Political Science: Jo Arney, Adam Van Liere, Tim Dale

Political Science & Public Administration Lesson on Ideology

Authors: Jeremy Arney, Jo Arney, Ray Block, Steve McDougal, University of Wisconsin-La Crosse

Mid-year Summary: January, 2012

Ideology is not simply a dichotomous concept. There are multiple values that make up an individual’s ideology. Ideology is dependent on these sets of values. Students are asked to agree or disagree with a series of statements and fill in a chart that maps their ideological beliefs.

SLO: Students will be able to describe the key values that contribute to an individual’s ideology and will be able to explain why no two individuals have the exact same ideology.

The lesson we choose to focus on was one the Dr. Steve McDougal has used in class before.  We all cover the concept of ideology in our class but have done so in the past in slightly different ways.  To prepare for the lesson study Steve demonstrated his use of an ideological chart.  On this chart students map their responses to a series of questions.  The purpose of mapping them is to demonstrate the ideology is fluid and not as simple as the liberal/conservative dichotomy so often associated with ideology.  After Steve’s presentation we talk about our initial ideas.

Steve delivered the lecture and worksheet on October 3, 2012.  The rest of us were in the room.  We also videoed a second section with the same exercise to see if additional instructors in the room made a difference.

We had a brief chance to talk about some of the initial conclusions at one meeting but not everyone was in attendance.  We have the notes and some initial suggestions but are unsure about what our next steps should be beyond developing ideas about potential improvements to the lesson.  A few conclusions are:

• If we want students to have an “ah ha” moment we may want more discussion of the grid
• At conclusion give student’s time to evaluate their responses.
• Ask students to share differences with class – ask them to analyze what causes the difference to prepare them for the lecture on values.

Our challenges include measuring student learning of a concept and incorporating this method into the wide variety of classes that we teach.

Environmental Studies Lesson on Group Discussions

Authors: Jan Wellik, Kate Hasenbank, & Wayne Bocher, University of Wisconsin-La Crosse

Working Title: Improving Group Discussions

Course Name: Introduction to Environmental Studies

Mid-year Summary: January, 2012

One of our goals as instructors is to engage students in group discussions centered on environmental topics. In doing so, we hope to increase awareness and help them develop critical thinking and reflection skills that extend beyond the classroom. The freshmen we teach carry expectations of a lecture style classroom, and we have found they need help developing the skills for participating fully and openly in discussions. We also hope to improve our own teaching practices for facilitating discussions and improving the depth of knowledge our students take away from our course.

The lesson study plan focused on population issues as the topic of discussion. We assigned a reading in preparation for the discussion, opened the topic with a turtle game activity, and transitioned from game results focusing on turtles to the broader discussion about the population issues. We utilized a prepared list of nine general population statements (e.g. “In a real crunch, jobs are more important than environmental quality”) to discern student agreement/disagreement on related topics, and then focused on the three statements that elicited the most diverse responses in order to promote an engaged discussion. We used a mix of individual writing, small group and large group discussion prior to whole class discussion to examine which style promoted more student participation. At the end of the class period, students were asked to complete an anonymous evaluation to help us gauge lesson success from the students’ perspective.

Economics Lesson on Statistical Tests

Authors: Elizabeth Knowles and James Murray, University of Wisconsin-La Crosse

Course Name: Undergraduate Business Research Methods   

Mid-year Summary: January, 2012 

Often in introductory statistics classes, students are drilled on the procedures to implement a number of statistical tests.  While some students perform well in such classes, the same students can often struggle in a subsequent research methods course when they must select an appropriate statistical test to answer a research question.  This task requires an advanced organization of knowledge on statistical tests - an understanding of how statistical methods are related to one another.  Moreover, as with learning anything new, success in selecting appropriate statistical methods requires practice.  Typically there is not time for this practice in an introductory statistics course.

We conducted a lesson study in three sections of our undergraduate business research methods course (BUS 230) to understand and help develop students' thought processes in selecting appropriate statistical tests for given research questions.  The lesson study was conducted at a point in the term when we had already reviewed a number of statistical methods, but before we helped students organize this knowledge.  We gave students exercises in which they were given a research question, asked to choose an appropriate statistical test, and explain the reasoning behind their answer.  The students discussed these exercises in groups while two instructors quietly sat in on these discussions and recorded observations concerning students' thought processes.   Then we exposed students to our treatment: a thought process map for selecting a statistical test.  Following the treatment, we gave students a similar set of exercises as before the treatment, and again instructors observed the students.

This paper makes two significant contributions which can help instructors of research methods courses improve student learning.  First, we share the thought process map for selecting a statistical test and report on the impact it had for our students.  Secondly, we describe the thought processes students go through, both before and after being exposed to the thought process map, and we describe students' sources of difficulty and confusion revealed through the lesson study process.  We found it was common for students to use a process of elimination to choose a statistical test (not a method we suggested).  Points of confusion included when to apply an independent-samples test versus a paired-samples test, the question of scale of measurement sometimes led students to choose the wrong statistical method, sometimes students had difficulty recognizing what constituted a variable, and sometimes specific words in a research question misled students, even though research questions phrased in plain English, not using statistical terms with deep or very specific meanings.