Transcript Slide 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
WAAL Annual Conference
April 19, 2007
Galadriel Chilton
[email protected]
Jenifer Holman
[email protected]
Michael Current
[email protected]
Cris Prucha
[email protected]
Agenda
• What is Lesson Study?
– Jenifer Holman
• Lesson Design
– Galadriel Chilton
• The Study
– Michael Current
• Discussion: Lessons Learned
– Cris Prucha
Lesson Study: An Experience in Collaborative Inquiry
What is Lesson Study?
Jenifer Holman
[email protected]
What is Lesson Study?
a.
the name of Murphy Library’s new
cafe
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
http://www.globaledresources.com/team.htm l
Makoto Yoshida, Ph.D.
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.
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.
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.
• build a lesson around what we
THOUGHT were best practices
and actually observe students
interacting with the lesson.
• 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 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
[email protected]
“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
Lecture segments included questions…
Small group work encouraged
collaborative learning.
Each student has a specific role
throughout the lesson.
Small group explorations tasked students
with answering specific questions.
The lesson includes
three media types.
1st Media Type: A Movie
• Looping Intro,
“Welcome to Murphy Library”
http://www.uwlax.edu/murphylibrary/ili
/WAALWelcome to Murphy Library.wmv
2nd Media Type: PowerPoint
Handout | Worksheet | Research Log
Job aids reduce demand on students’
short term memories.
Image by Dr. René Marois, retrieved
from Exploration.
Image from Prof. Robert Lynch’s
Brain & Behavior course Web site.
How the media and methods
fit together.
Looping
Video
Base Camp:
Library Website
Library
Catalog
Academic
Search Premier
Scholarly
Sources
Introduction*
What is an article
database?
*
Library Catalog
Review/Recap
CrossSearch
(Metalib)
Statistics
Sources
Group Exploring:
Establish Groups
Evaluative
Thinking
CQ Researcher
Database
Exploration
Review
Wrap Up,
Student Evaluation
Brainstorm
Keywords
Search
Survival*
Newspapers
GetTeXt*
How the media and methods
fit together.
Looping
Video
Base Camp:
Library Website
Library
Catalog
Academic
Search Premier
Scholarly
Sources
Introduction*
What is an article
database?
*
Library Catalog
Review/Recap
CrossSearch
(Metalib)
Statistics
Sources
Group Exploring:
Establish Groups
Evaluative
Thinking
CQ Researcher
Database
Exploration
Review
Wrap Up,
Student Evaluation
Brainstorm
Keywords
Search
Survival*
Newspapers
GetTeXt*
Lesson Study: An Experience in Collaborative Inquiry
The Study
Michael Current
[email protected]
The Study
• Approach
Data / Evidence we collected, and How
• Findings
Analysis of Observations
The Study: Approach
Forms of data/evidence collected:
1.
2.
3.
4.
5.
Filmed observations of students
Written Observations of students
Classroom responses
Student evaluations
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
The Study: Approach
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
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.
Lesson Study: An Experience in Collaborative Inquiry
Discussion:
Lessons Learned
Cris Prucha
[email protected]
“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
The Lesson Design Was More Appropriate
For Student Learning Needs
• 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
In Response to Findings:
Changes to the Lesson
1. Reduce content
o General information
o Search survival information
2.
3.
4.
5.
Organize groups at appropriate time
Compensate for visibility problems
GetTeXt example on worksheet
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
o
Encourage creativity
Acknowledge different styles
3. Continued communication
o
o
Library changes
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 Individual
Learning with Technology: A Meta-Analysis. Review of Educational Research
71(3): 449-522.
“Learning is not attained by chance, it must be sought for with ardor and
attended to with diligence.”
~ Abigail Adams
Questions?
Thank you!