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. 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

4. 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

5. Our Course: General Biology 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

6. 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.

7. 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.

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

13. VariablePredict 1.N, r, and GImpact of curing malaria and heart disease on variableN, r, and G 2.Life expectancyImpact of curing malaria and heart disease on variableLife expectancy 3.Kids/womanImpact of curing malaria and heart disease on variableKids/woman 4.Infant MortalityImpact of curing malaria and heart disease on variableInfant Mortality 5.Adult MortalityImpact of curing malaria and heart disease on variableAdult Mortality 6.Immigration Emigration Impact of curing malaria and heart disease on variableImmigration Emigration 7.Ecological footprintChange of variable in 2050 vs. todayEcological footprint 8.Water supply amt./qualityChange of variable in 2050 vs. todayWater supply amt./quality 9.Population densityChange of variable in 2050 vs. todayPopulation density 10.Land use Change of variable in 2050 vs. todayLand use 11.WildnessChange of variable in 2050 vs. todayWildness Assigned Variables

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 TanzaniaFranceUSA Life Expectancy 44 yrs78.8 yrs76.6 yrs. Curing Malaria IncreaseNo Impact Curing Heart Disease No ImpactIncrease Source: US Census Bureau

16. 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 FranceTanzaniaUSA 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

17. United States FranceTanzania Wildness35.89%.04%9.3% Current Population 290,342,55 4 60,180,52935,922,454 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.

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

19. Results 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.

20. College Lesson Study Project Project homepage: www.uwlax.edu/sotl/lspwww.uwlax.edu/sotl/lsp Project Blog: http://lessonstudy.blogs.com/http://lessonstudy.blogs.com/ Sample Lesson Studies: http://www.cfkeep.org/html/gallery.php?id=75749626546865 http://www.cfkeep.org/html/gallery.php?id=75749626546865 Contact: Bill Cerbin, cerbin.will@uwlax.educerbin.will@uwlax.edu

21. Carnegie KEEP Toolkit