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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?. 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

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  1. Lesson Study in Introductory Biology Courses Scott Cooper, Roger Haro, and Bill Cerbin University of Wisconsin-La Crosse, USA

  2. 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.

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. Video on Lesson Study:Learning goals and lesson design

  9. 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.

  10. 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.

  11. 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

  12. 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)

  13. 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

  14. 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.

  15. Life Expectancy for Tanzania, France, and United States & Effects of Curing Malaria and Heart Disease Source: US Census Bureau

  16. 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

  17. Video on Lesson Study:Teach and observe students in class

  18. 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

  19. 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

  20. Carnegie KEEP Toolkit

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