Lesson Study: An Experience in Collaborative Inquiry

1. “Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water.” ~ Loris Malaguzzi (1920–1994) Lesson Study:An Experience in Collaborative Inquiry Galadriel Chilton chilton.gala@uwlax.edu Michael Current current.mich@uwlax.edu Jenifer Holman Holman.jeni@uwlax.edu Cris Prucha prucha.cris@uwlax.edu WAAL Annual Conference April 19, 2007

2. Agenda • What is Lesson Study? • Jenifer Holman • Lesson Design • Galadriel Chilton • The Study • Michael Current • Discussion: Lessons Learned • Cris Prucha

3. Lesson Study: An Experience in Collaborative Inquiry What is Lesson Study? Jenifer Holman holman.jeni@uwlax.edu

4. What is Lesson Study? http://www.globaledresources.com/team.htm l Makoto Yoshida, Ph.D. • the name of Murphy Library’s new cafe • A term coined from the Japanese jugyokenkyuu by Makoto Yoshida in his 1999 dissertation. • a popular professional development tool in use by Japanese elementary school teachers for many years • both b and c

5. How it Works • a small group of teachers collaboratively … Improving student learning is the best way to improve one’s teaching … on a single class lesson.

6. Why Lesson Study? Because sometimes Information Literacy Instruction feels like this…… Instead of this…. Photo courtesy of Hari Bilalic Photo courtesy of UW-L Educational Technologies

7. @ UW-La Crosse • 2003: Dr. Bill Cerbin, UW-L psychology professor and Assistant to the Provost and Vice Chancellor for Academic Affairs at UW-La Crosse launches the Lesson Study Project with support from the University of Wisconsin (UW) System Office of Professional and Instructional Development (OPID). • To date, faculty at UW-L have launched 23 lesson study teams in 15 disciplines. The project has also begun to involve faculty on other University of Wisconsin campuses. • Videos, a webblog, an interview with Makoto Yoshida, and final reports from many teams are available at: http://www.uwlax.edu/sotl/lsp/index.htm

8. @ Murphy Library • In the fall of 2004, librarians attended a lesson study workshop and formed a group of interested librarians and CST110 instructors. • Murphy Librarians teach over 2000 CST110 students each year through a one-shot information literacy session • The repetition of this one lesson makes it an excellent candidate for the lesson study process. Photo courtesy of UW-L Educational Technologies

9. Teaching Goals • incorporate more collaborative learning experiences. • create a lesson that all librarians could use to teach all sections of CST 110. • build a lesson around what we THOUGHT were best practices and actually observe students interacting with the lesson. Photo courtesy of UW-L Educational Technologies What we think is the best way to teach students often is not the best way for students to learn. • Librarians have been involved in two lesson study teams; one with Communications Studies and one with Theatre Arts.

10. Learning Goals Chilton, G., Current, M., Holman, J., Prucha, C., Putz, J., Reinert, T., & Belter, B. (2007, March) Teaching library information literacy skills to students enrolled in an introductory communication course: a collaborative study. Teaching Forum, Retrieved March 31, 2007 from http://www.uwlax.edu/teachingforum/ Our primary goal for the lesson was to ensure that CST110 students gained proficiency in basic research skills, including the use of library services and resources. Specifically, we wanted students to be able to: • choose appropriate library databases for a research question (navigate the library website) • efficiently search library databases (use basic search principles) • understand how to use library databases to identify and retrieve books, print periodicals, and electronic periodicals • discern the credibility of sources • format APA-style citations

11. Lesson Study: An Experience in Collaborative Inquiry Lesson Design“Design is not just what it looks and feels like. Design is how it works.” ~ Steve Jobs Galadriel Chilton chilton.gala@uwlax.edu

12. “If we knew what we were doing it wouldn’t be called research.” ~ Albert Einstein Photo by Brent Danley

13. The lesson included two instructional methods. “For every person who wants to teach there are approximately thirty people who don't want to learn--much.” ~ W. C. Sellar and R. J. Yeatman, And Now All This (1932) introduction

14. Lecture segments included questions…

15. Small group work encouraged collaborative learning.

16. Each student has a specific role throughout the lesson.

17. Small group explorations tasked students with answering specific questions.

18. The lesson includes three media types.

19. 1st Media Type: A Movie • Looping Intro,“Welcome to Murphy Library”http://www.uwlax.edu/murphylibrary/ili/WAALWelcome to Murphy Library.wmv

20. 2nd Media Type: PowerPoint

21. Handout | Worksheet | Research Log

22. Job aids reduce demand on students’ short term memories. Image from Prof. Robert Lynch’s Brain & Behavior course Web site. Image by Dr. René Marois, retrieved from Exploration.

23. How the media and methods fit together. Looping Video Introduction* Group Exploring: Establish Groups Brainstorm Keywords Base Camp: Library Website What is an article database? * Evaluative Thinking Search Survival* Library Catalog Library Catalog Review/Recap CQ Researcher Newspapers Academic Search Premier CrossSearch (Metalib) Database Exploration Review GetTeXt* Scholarly Sources Statistics Sources Wrap Up, Student Evaluation

24. How the media and methods fit together. Looping Video Introduction* Group Exploring: Establish Groups Brainstorm Keywords Base Camp: Library Website What is an article database? * Evaluative Thinking Search Survival* Library Catalog Library Catalog Review/Recap CQ Researcher Newspapers Academic Search Premier CrossSearch (Metalib) Database Exploration Review GetTeXt* Scholarly Sources Statistics Sources Wrap Up, Student Evaluation

25. Lesson Study: An Experience in Collaborative Inquiry The Study Michael Current current.mich@uwlax.edu

26. The Study • ApproachData / Evidence we collected, and How • FindingsAnalysis of Observations

27. The Study: Approach Forms of data/evidence collected: • Filmed observations of students • Written Observations of students • Classroom responses • Student evaluations • Instructor evaluations

28. The Study: Approach Data #1: Filmed observations of students • Consent forms signed before filming began • Videographer filmed the class experiencing the lesson. • Focus camera on students (not the instructor) • Video burned to DVD for review/analysis

29. The Study: Approach Data #2: Written observations of students • LS team members observed the class • Focus on students (not the instructor or the lesson) • Observe those students nearest you • Standardized observation sheets

34. The Study: Approach Data #3. Classroom responses • Feedback questions built into lesson as TurningPoint question/responses • TurningPoint would have recorded responses for analysis • Due to technical difficulties, used shows of hands instead. • These were observed, but not recorded in their totality for analysis

35. The Study: Approach

36. The Study: Approach

37. The Study: Approach Data #4. Student evaluations • Students asked to complete online lesson evaluation form at end of session • “Did the session improve your ability to use library resources?” • “What were the 2 most important things learned?”

38. The Study: Approach

39. The Study: Approach Data #5. Instructor evaluations • Bibliographies were required components of later assignments in the class • APA format was expected

40. The Study: Findings • Analysis of filmed & written observations • Classroom responses • Analysis of student evaluation data • Analysis of instructor evaluations

41. The Study: Findings 1. Analysis of filmed and written observations • In general, most students appeared to learn the material. • Group explorations • Group exercises • Inconsistent engagement across all members of groups of students

42. The Study: Findings 1. Analysis of filmed and written observations • Visual impediments in front of the screen • Difficulty organizing into groups • Lack of interest in Search Survival • GetTeXt info screen not well received • Lack of time for exercises

43. The Study: Findings 1. Analysis of filmed and written observations • Once organized into groups, students expected group tasks • Students especially engaged by automatic citation formatting tool

44. The Study: Findings 2. Classroom responses • Most students had difficulties with Library Catalog searches (phrases, Boolean)

45. The Study: Findings 3. Analysis of student evaluation data • Students indicated that the session improved their ability to use information resources(3.9 on a 5-point Likert scale)

46. The Study: Findings 3. Analysis of student evaluation data • That 3.9 score was a slight improvement over earlier versions of the lesson given by the same instructor – 3.73Not necessarily significant, but we’ll take it as a positive!

47. The Study: Findings 3. Analysis of student evaluation data • When asked what important things they learned, a significant number mentioned learning about citing sources

48. The Study: Findings 4. Analysis of instructor evaluations • The CST110 instructor reported students were generally successful in their library work, including citing their sources, following their experience with this lesson.

49. Lesson Study: An Experience in Collaborative Inquiry Discussion: Lessons Learned Cris Prucha prucha.cris@uwlax.edu Photo courtesy of UW-L Educational Technologies

50. “The knower is central to the research.”~ Polkinghorne (1983) Methodology for the Human Sciences: Systems of Inquiry • Individual students • Librarian/Presenter • Observers • Course Instructor