College Lesson Study

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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