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

a single class lesson, called a Research Lesson.

Develop Student Learning Goals

Design & Plan the Lesson

Teach, Observe, Gather Evidence

of Student Learning

Analyze Evidence & Revise Lesson

Re-teach, Study &Document Lesson

Lesson Study Cycle

Lesson Study Teams in the UW-System

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

Participation 2006

40 teams

150+ instructors 16 campuses

Our Course: General Biology

Large lecture setting100-150 students3 hours lecture2 hours labClickers

Student bodyFreshmenMixed backgroundMixed majors

ChallengesEngagementInterestProblem-solvingGrading

Biology lessons under development

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

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.

Video on Lesson Study:Learning goals and lesson design

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.

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.

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

Malaria kills 2-3 million humansannually (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)

Malaria is a leading cause of death in less developed countries.

Variable Predict1. N, r, and G Impact of curing malaria and heart disease on

variable2. Life expectancy Impact of curing malaria and heart disease on

variable3. Kids/woman Impact of curing malaria and heart disease on

variable4. Infant Mortality Impact of curing malaria and heart disease on

variable5. Adult Mortality Impact of curing malaria and heart disease on

variable6. Immigration Emigration Impact of curing malaria and heart disease on

variable7. Ecological footprint Change of variable in 2050 vs. today8. Water supply amt./quality Change of variable in 2050 vs. today9. Population density Change of variable in 2050 vs. today10. Land use Change of variable in 2050 vs. today11. Wildness Change of variable in 2050 vs. today

Assigned Variables

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.

Life Expectancy for Tanzania, France, and United States & Effects of Curing Malaria and Heart Disease

Tanzania France USA

Life

Expectancy

44 yrs 78.8 yrs 76.6 yrs.

Curing

Malaria

Increase No Impact

No Impact

Curing Heart Disease

No Impact Increase Increase

Source: US Census Bureau

Adult Mortality

N= 60,424,000 ppl

R= 0.5% growth

G= RN = 302,120 ppl

N= 33,065,000 ppl

R= 2.4% growth

G= RN= 704,000 ppl

N= 293,028,000 ppl

R= 1.0 % growth

G= RN= 2,930,000 ppl

Info not available on the WHO website, but the death rate is 18 per thousand in the population

Males: 140 per 1000

Females: 83 per thousand

Will not have a large effect on adult mortality because malaria primarily effects kids

Will slightly lower adult mortality because malaria is prevalent in subsaharan Africa

Will not have a large effect on adult mortality because malaria is not prevalent in the US

Will lower adult mortality because HD is the leading killer of adults in developed countries

Will not significantly lower adult mortality because it is not a big killer of adults in Tanzania

Will lower adult mortality because HD is the leading killer of adults in developed countries

France Tanzania USA

N,R,G

Adult Mortality

Curing Malaria

Curing Heart Disease

Source: US Census Bureau, World Health Organization

Males: 133 per 1000

Females: 60 per 1000

United States

France Tanzania

Wildness 35.89% .04% 9.3%

Current Population

290,342,554

60,180,529 35,922,454

Growth Rate

.92% .42% 1.72%

Effect of Pop. On

Wildness in 2050

Because the growth rate is positive in all three countries, the wildness will be depleted as a result of necessary

expansion.

Video on Lesson Study:Teach and observe students in class

ResultsStudent 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.

RevisionsIncluded 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.

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

Carnegie KEEP Toolkit