lesson study: an experience in collaborative inquiry waal annual conference april 19, 2007...
TRANSCRIPT
Lesson Study:An Experience in Collaborative Inquiry
WAAL Annual ConferenceApril 19, 2007
“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)
Galadriel [email protected]
Michael [email protected]
Jenifer [email protected]
Cris [email protected]
Agenda
• What is Lesson Study?– Jenifer Holman
• Lesson Design– Galadriel Chilton
• The Study– Michael Current
• Discussion: Lessons Learned– Cris Prucha
What is Lesson Study?
Jenifer [email protected]
Lesson Study: An Experience in Collaborative Inquiry
a. the name of Murphy Library’s new cafe
Makoto Yoshida, Ph.D.
http://www.globaledresources.com/team.htm l
What is Lesson Study?
b. A term coined from the Japanese jugyokenkyuu by Makoto Yoshida in his 1999 dissertation.
c. a popular professional development tool in use by Japanese elementary school teachers for many years
d. both b and c
How it Works
• a small group of teachers collaboratively …
… on a single class lesson.
Improving student learning is the best way to improve one’s teaching
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
@ 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
@ 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
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.
What we think is the best way to teach students often is not the best way for students to learn.
Photo courtesy of UW-L Educational Technologies
• Librarians have been involved in two lesson study teams; one with Communications Studies and one with Theatre Arts.
Learning Goals
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
Lesson Design“Design is not just what it looks and feels like. Design is how it works.” ~ Steve Jobs
Galadriel [email protected]
Lesson Study: An Experience in Collaborative Inquiry
“If we knew what we were doing it wouldn’t be called research.” ~ Albert Einstein
Photo by Brent Danley
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
1st Media Type: A Movie
• Looping Intro,“Welcome to Murphy Library”
http://www.uwlax.edu/murphylibrary/ili/WAALWelcome to Murphy Library.wmv
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.
How the media and methods fit together.
Introduction* Group Exploring:Establish Groups
BrainstormKeywords
Base Camp:Library Website
What is an article
database? *Search
Survival*Evaluative Thinking
Library Catalog
Library CatalogReview/Recap
Database Exploration Review
CQ Researcher Newspapers
Academic Search Premier
CrossSearch (Metalib) GetTeXt*
Statistics Sources
Scholarly Sources
Looping Video
Wrap Up, Student Evaluation
How the media and methods fit together.
Introduction* Group Exploring:Establish Groups
BrainstormKeywords
Base Camp:Library Website
What is an article
database? *Search
Survival*Evaluative Thinking
Library Catalog
Library CatalogReview/Recap
Database Exploration Review
CQ Researcher Newspapers
Academic Search Premier
CrossSearch (Metalib) GetTeXt*
Statistics Sources
Scholarly Sources
Looping Video
Wrap Up, Student Evaluation
The Study: Approach
Forms of data/evidence collected:
1. Filmed observations of students2. Written Observations of students3. Classroom responses4. Student evaluations5. Instructor evaluations
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
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
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
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?”
The Study: Approach
Data #5. Instructor evaluations
• Bibliographies were required components of later assignments in the class
• APA format was expected
The Study: Findings
1. Analysis of filmed & written observations
2. Classroom responses
3. Analysis of student evaluation data
4. Analysis of instructor evaluations
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
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
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
The Study: Findings
2. Classroom responses
• Most students had difficulties with Library Catalog searches (phrases, Boolean)
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)
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 – 3.73
Not necessarily significant, but we’ll take it as a positive!
The Study: Findings
3. Analysis of student evaluation data
– When asked what important things they learned, a significant number mentioned learning about citing sources
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.
Discussion: Lessons Learned
Cris [email protected]
Lesson Study: An Experience in Collaborative Inquiry
Photo courtesy of UW-L Educational Technologies
“The knower is central to the research.” ~ Polkinghorne (1983) Methodology for the Human Sciences: Systems of Inquiry
• Individual students• Librarian/Presenter • Observers• Course Instructor
“Participatory action research operates in the political realm and is concerned with producing knowledge and empowering people and communities through genuine collaboration.” ~ Bensimon, E., Polkinghorne, D., Bauman, G. and Vallejo, E. (2004)
• Alternative methodology effects institutional change
• Practitioner as researcher approach
The Process Effected Change
• Communication between two departments
• Communication and collaboration between librarians teaching the same lesson
• Acknowledging the importance of the lesson – with our time
The Lesson Design Facilitated Librarian Observation and
Interaction• Group Work• Students complete three
exercises (ten minutes) before reconvening for discussion and lecture
• Librarian has time to observe, reinforce search techniques
• Less lecture• More information conveyed in group
discussion of question/answer results• More information provided in response
to librarian observation and questions• Pace was more appropriate• Level of difficulty was more
appropriate
The Lesson Design Was More Appropriate For Student Learning
Needs
In Response to Findings: Changes to the Lesson
1. Reduce content o General information o Search survival information
2. Organize groups at appropriate time3. Compensate for visibility problems4. GetTeXt example on worksheet5. Add APA exercise to give them
experience
In Response to Findings: Change Assessment
1. Include questions which assess learning on standard student evaluation form
2. Collaborate with course instructors on pre and post test questions
3. Collaborate with course instructors to evaluate student bibliographies
4. Collect and evaluate student research logs.
In Response to Findings: Our Lesson is a Work in Progress
1. Address varying class length (55 minutes or 85 minutes)
2. Identify core elements of the lesson for librarians
o Encourage creativityo Acknowledge different styles
3. Continued communication o Library changeso Curriculum changes
4. Close collaboration = Time well spent
Bibliography
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/
Bensimon, E., Polkinghorne, D., Bauman, G., Vallejo, E., (2004). Doing Research That Makes a Difference. The Journal of Higher Education 75(1): 104-126.
deWinstanley, P. A. & Bjork, R. A. (2002). “Successful lecturing: Presenting information in ways that engage effective processing. In Halpern, D. F., & Hakel, M. D. (Eds.), Applying the Science of Learning to University Teaching and Beyond. New Directions for Teaching and Learning. 89. (pp. 19-31) New York: Jossey-Bass.
Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.
Rossett, A. & Gautier-Downes, J. (1991). A Handbook of Job Aids. San Diego: Pfeiffer & Company.
Smith, S. A. (2004). Designing Collaborative Learning Experiences for Library Computer Classrooms. College & Undergraduate Libraries, 11(2), 65-84.
Yiping, L., Abrami, P.C., and d’Apollonia, S. (2001). Small Group and IndividualLearning with Technology: A Meta-Analysis. Review of Educational Research71(3): 449-522.