College Lesson Study

Lesson Study in Mathematics: Sequences & Series

Title: Sequences and Series
Authors: Dr. Whitney George (UW-La Crosse) & Dr. Nathan Warnberg (UW-La Crosse)
Discipline: Mathematics
Submission Date: June 1, 2016

This lesson study is a continuation of our 2015 Lesson Study on Sequences and Series. In the 2015 lesson study, our learning goal was to relate sequences and series. We realized that this was too large of a goal and for our 2016 lesson study, we narrowed our learning objectives to one objective: have students relate the sequence of partial sums to a given series. We simplified the lesson study to major concepts and left out many of the details including notation that can often distract students from the major ideas. We also asked repetitive questions for different series that were progressively harder. We found that the students had a better understanding of series and the underlying defining sequence. However students were not able to make the connection between the convergence of the sequence of partial sums and the convergence of the series as well as we had hoped. These were still two separate ideas for many of the students.

Sequences and Series - Final Report

Lesson Study in Art: Art Critique

Title: Art Critique Lesson Study
Authors: Misha Bolstad, Brad Nichols, Kate Hawkes
Discipline: Art
Submission Date: May 31, 2016

In this study, we investigated the critique process in a foundations studio course. We set up a preliminary, low stakes in-class creative group project, which students critiques immediately. We observed their behavior during the verbal group critique, and observed two subsequent critique over the course of the semester. Our goal was to create an environment to study student engagement during the critique process. Including articulation of ideas, use of vocabulary, comfort level, constructive analysis, and reference to greater trends in culture and society.

 Art Critique Lesson Study - Final Report

Lesson Study in Economics: Connecting Economics Modeling to Real-World Issues

Title: Developing students' ability to connect economic modeling to real world issues
Authors: Nabamita Dutta & James Murray
Discipline: Economics
Submission Date: January 18, 2016


In introductory economics classes, we emphasize graphical modeling, which for many students  is a new way of framing problems, thinking about them, and solving them. We have learned in past years by assessing these courses that students struggle with modeling. We have made some improvement in this area, but we recently learned that even when students correctly set up and solve a graphical modeling problem, they fail to connect the result to the real world economic problem. For example, students are often able to correctly model and solve a problem involving taxes, but when in a separate question they are asked to describe the implications of the same tax policy, their answers are inconsistent with the results they had just found. Often answers showed little relationship to the previous analysis. We created a lesson that challenges students to integral graphical modeling and economic reasoning in the context of an authentic scenario. Students present their case in a manner appropriate to a non­expert audience while still using economic reasoning based on graphical modeling. In our lesson, the instructor demonstrates this thought process with a few examples. Then we give in-­class group exercises that ask the students to do the same. In this paper, we present our lesson, some findings on our students' thought processes, and identify some
common challenges in student learning and hurdles we still face as instructors.

Developing Students' Ability to Connect Economics Modeling to Real World Issues - Final Report

Lesson Study in Biology & Chemistry: 3D Molecular Models

Lesson Study in Biology: Using 3D Molecular Models in Biology and Chemistry Courses

Title: Using 3D Molecular Models in Biology and Chemistry Courses
Authors: Klein, Jennifer; Bhattacharyya, Basudeb; Howard, David  
Disciplines: Biology & Chemistry
Submission Date: June 12, 2015

Abstract: Given the difficulty that many students have understanding the concepts of polarity and hydrogen bonding as they apply to water and biomolecules such as DNA and proteins, 3D models were integrated in units on water, protein and DNA in a variety of 100-, 200-, and 300-level biology and chemistry courses in order to gather preliminary data on the effectiveness of these models for student learning. We found that 100- and 200-level students rated these models as very effective learning tools, but the 300-level students did not. Further studies will focus on assessing the impact of these models on student learning in the introductory levels.

Using 3D Molecular Models in Biology and Chemistry Courses - Partial Report

Lesson Study in Economics: Oligopoly Behavior

Title: Oligopoly Behavior
Authors: Giddings, Lisa; Nunley, John
Discipline: Economics
Submission Date: June 2015

Abstract: Through the study of oligopolies, our learning objective is to improve student ability to compare and contrast the different models that economics use to explain oligopoly behavior and to be able to recognize where these models are applicable in the real world.  These goals follow the broad learning goals of the Department of Economics that include improving critical thinking, and having students be able to apply economics models to the real world. We developed a lesson plan which included pre- and post-assessments and participating in active learning in groups through problem solving. We found after one test of the lesson and one observation that students had a hard time connecting the oligopoly market structure to the other market structures they had learned in class already (perfect competition and monopoly) at least mathematically.  As such, they were unable to evaluate the outcomes of the various market structures from a consumer's perspective. Students got bogged down in learning the mathematics of oligopoly and were subsequently unable to apply what they learned to the real world.

 

Oligopoly Behavior: Full Report

Lesson Study in Spanish: Narrating the Past Tense with "El espantapájaros" in the Intermediate Spanish Classroom

Title: Why were Crows Black? "El espantapájoros"
Authors: Pinzl, Michelle; Brougham, Rose Marie
Discipline: Modern Languages, Spanish Language & Culture
Submission Date: June 12, 2015

Abstract: One of the most difficult hurdles for English speakers to overcome is narrating in the past. Spanish relies on two past tense verb forms: the preterit and the imperfect. Intermediate 1 students have already had exposure and some limited practice with the conjugation and the use of the forms, but because they have the option of two verb forms from which to choose, English speakers have difficulty relating to the cultural perspectives these tenses require. In an attempt to clear this hurdle our program uses a spiral approach, meaning each course level reviews the concept and adds a level of difficulty.

Because the course for this lesson study is the first of two Intermediate Spanish courses, students are introduced to and practice these forms in a very general sense, explicitly leaving out the many nuances they will see in future courses. The objective for students is to be able to conjugate verbs, identify the use of the tenses and begin to use them correctly in structured oral and written narratives. 

To structure our lesson plan we chose to embed the grammar lesson inside the reading and viewing of an authentic text and video. This structure is based on the teaching grammar through reading lesson presented in The Teacher’s Handbook by Judith L. Shrum and Eileen W. Glisan. By giving students an authentic text to read and by using a video to tell the story, we then have a context in which to discuss, analyze, and grammar with students.

Major findings:

1. Positive: students were engaged and stayed on task the entire time.
2. Negative: students do not naturally use the target language to converse unless given very specific instructions. At this level they cannot create with language.

Why were Crows Black? "El espantapájoros" - Full Report

Lesson Study in English: Engaging Students Critically in Stakeholder Analysis

Title: Challenging Students in a Professional Writing Classroom to Engage Critically in Stakeholder Analysis
Authors: Kopp, Bryan; Moeller, Marie; Friesen, Ryan
Discipline: English
Submission Date: June 12, 2015

Abstract: Goals for the Activity: 

1. Offer students an opportunity to engage thoughtfully and critically in a stakeholder analysis activity.
2. Engage in the complexity of responding in writing, post-stakeholder analysis,vis-à-vis dialogue with their group members.
3. Employ varying concepts and theoretical understandings of professional writing in undertaking, analyzing, and responding to a professional writing problem.

Lesson Plan: Prior to this course, students had been discussing the history of the field of professional writing. This moment was where the field was turning both to the
social and the ethical implications of the work of professional writing. Prior to this
particular day, students read a piece by Steven Katz regarding the use of rhetoric in
the German holocaust—the piece articulates how professional writing can be seen
as a commitment of the time in which it is generated, as well as a vehicle that can
drive commitments, as well.

With that background, students were to engage with, negotiate about, and then
find a way to respond to the form in Appendix A, and were grouped in 3 groups to
do so.

Major Findings: Students were able to engage with the form in intellectual ways, and were able to see multiple perspectives in response to the form. As the instructor, Marie was happy to see those things happening. The one major finding we came away with, though, was that it is clearly difficult for students to not identify with the
institutional role they were given, and oriented themselves not to a broader context of ethical implications of this form, but very easily took on the role of the institution, even after having read the article by Katz and talking about how difficult it is to step outside the bounds and consider all aspects of a situation, and their own place and responsibility of perhaps changing the institution rather than the individuals. As an instructor, Marie will be continuing to work on making such implications clear in her writing classes.

Challenging Students in a Professional Writing Classroom to Engage Critically in Stakeholder Analysis - Full Report

Lesson Study in Chemistry: Student Understanding of Acid/Base Buffers in a Laboratory Setting

Title: Exploring Students' Understanding of Acid/Base Buffers in a Laboratory Setting
Authors: Friesen, Katherine A; Ghodsian, Roghaieh; Turov, Yevgeniya
Discipline: Chemistry
Submission Date: June 4, 2015

Abstract: After the successful redevelopment of Experiment 5 in a previous lesson study, it gave us the opportunity to revisit the next experiment in this acid/base series and work on improving student understanding of buffers, a challenging topic for most students in CHM 104. Though students are usually able to complete the relevant calculations for buffers in lecture, they generally are lost in a laboratory setting when they need to perform the relevant calculations and actually prepare a buffer on their own. A significant portion of the laboratory period is spent on describing buffer preparation and calculations; however, students still seem confused by the procedure and need quite a bit of assistance with the calculations. For this lesson study, we have prepared pre-lab videos that showcase the preparation of the buffer and also streamlined the experiment to only focus on one type of buffer system, which has helped shorten the pre-lab lecture and  alleviated some confusion about preparation. We also found that a modified data sheet allowed the students to guide themselves through the calculations and also helped them relate their thought process to the material they learned in lecture. We are still working on ways to help students bridge the gap between experiment and calculations. 

Exploring Students' Understanding of Acid/Base Buffers in a Laboratory Setting - Full Report 

Lesson Study in Health Professions: Interprofessional Education

Title: Interprofessional Education Lesson Study for Health Professions Students
Authors: Gronwaldt, Virginia; Johnson, Barbara; Sieck, Sandra; Michelle Thorman, 
Disciplines: Health Professions, Occupational Therapy, Physical Therapy, Physican's Assistant Studies 
Submission Date: June 6, 2015

Abstract: Health Profession Department students from the OT, PA and PT programs participated in a 2 hour inter-professional education lesson designed to foster team working and decision making skills which are essential for clinical practice. The activity required students to explore the scope of profession, their unique educational backgrounds, clinical specialty areas and professional roles on the patient care team. Through use of a structured lesson plan which included guided questions and a case study, students were challenged to define roles and interventions unique to their respective discipline and areas where their roles blended with other disciplines. Three outcome measures were used to assess students’ perceptions of their roles on an inter-disciplinary team, student engagement in the learning activity and evaluation of the lesson.

Eighty-five physical therapy (PTS), occupational therapy (OTS) and physician assistant (PAS) Health Professions students participated in an Interprofessional Education (IPE) case study learning activity during which they discussed the specific roles and responsibilities of their professions. Several measures were used to assess students’ participation and evaluation of the learning activity and their perceptions regarding the value of interdisciplinary health care teams. Most of the students reported valuing interdisciplinary collaboration and thought it improved health outcomes and resulted in improved patient satisfaction. During the case study learning activity, all the students verbally participated, discussing the roles and responsibilities of their specific professions, and no differences were found across disciplines. PAS were more often (100%), and OTS were least often (19%), identified as exhibiting leadership behavior during the case study learning activity, whereas, PTS were identified as exhibiting this behavior 37% of the time. 97 – 100% of the students reported that the learning activity helped them understand the need for effective communication among health care professionals, the need for interprofessional collaboration, and the roles of PT, OT, and PA.

Students suggested that in the future more information regarding the roles of healthcare providers other than PT, OT, and PA in patient/client care and specific values and ethics necessary for interprofessional practice should be included in the IPE case study learning activity.

Interprofessional Education Lesson Study for Health Professions Students -
Full Report 

Lesson Study in Sociology: Studying the Effectiveness of a Lesson on Regression Analyses

Title: Studying the Effectiveness of a Lesson on Regression Analyses
Authors: Delgado, Enilida; Miller, Carol; McReynolds-Perez, Julia
Discipline: Sociology
Submission Date: May 29, 2015

Abstract: Sociology students enrolled in two sections of a required research methods course were observed while completing a lab assignment. This course is the second course in a three-course research-intensive sequence. The main objective of the assignment was to observe how students decide whether to conduct linear regression analysis or logistic regression analysis based upon the level of measurement of the dependent variable. There are three main findings from the study lesson observations and the completed work from students. First, instructors inconsistently instruct how to write null and research hypotheses. Second, students struggled to interpret the regression coefficients resulting from regression with dichotomous independent variables. Third, it was recognized that students need a lot more time to make decisions about how to complete the lab assignments. Each of these concerns can be addressed with practical changes to our teaching methods throughout the three-course sociology research sequence.

Studying the Effectiveness of a Lesson on Regression Analyses - Full Report