Title: Providing Supporting Information as Evidence for Decision Making
Authors: Maggie McDermott and Nicole Gullekson- UW LaCrossse
Discipline(s) or Field(s): Marketing & Management
Submission Date: June 2013
Abstract: This lesson study aimed to better understand the process students use to evaluate information in a SWOT analysis. The ultimate goal was for the students to be able to identify what makes for a good SWOT analysis and to use this knowledge to successfully develop a team SWOT analysis. For the lesson, students reviewed three example SWOT analyses, were asked to identify strengths and weaknesses, and to develop criteria for a good SWOT analysis. Observers noted the students’ discussion points and process of approaching the task. Findings revealed that students focused on superficial details of the examples, rather than on content or the quality of information. Additionally, team members did not appear to engage in debate or critique one another’s ideas. General conclusions and recommendations for future lesson studies are included.
Lesson Study in Marketing: Providing Supporting Information as Evidence for Decision Making (Full Report)
Title: Traffic Safety for Construction Management
Discipline(s) or Field(s): Construction Management, Risk Control, Worker Safety and Health, Construction Training
Authors: Bryan Beamer, Renee Surdick, Paul Lokken, Tim Becker, Zhigang Sheng, University of Wisconsin-Stout
Submission Date: September 13, 2007
The Lesson Study team conducted a lesson on traffic safety 2 times, once during Fall 2006 and once for Spring 2007. By using pre/post tests and case studies, the researchers improved student learning and their methodology for delivering the topic.
Methodology used included:
- Delivery of a pre/post test on the topic of traffic safety;
- Having small groups complete a short homework assignment on the topic of traffic safety;
- Having groups analyze several case studies on the topic of traffic safety;
- Videotaping the lesson to make qualitative observations on student learning.
Pre- and post-test results indicate that student knowledge on the topic of traffic safety improved as a result of completing the homework assignment and analyzing several case studies in groups. Furthermore, student engagement increased dramatically compared to watching a video on the subject. Students were sharing personal work experiences, gaining collective insight from each other and working as a team to evaluate the situations, identify common themes and propose solutions.
The Lesson Study program was viewed as an effective tool for instructors as it stimulated self-reflection and dialogue on processes and methods for facilitating student learning. Throughout the process instructors shared new methods for increasing the depth of learning expanding by infusing a variety of approaches into content delivery.
The group’s last discussion centered on the fact that the case study-based lesson was highly effective, but that a future lesson for the topic of Traffic Safety might entail students actually setting up a worksite as a hands on activity.
Other relevant observations are that the Lesson Study Process, while beneficial for improving a particular lesson topic and generating appropriate discussion about pedagogy, took a lot of time. Perhaps another Lesson Study method could be developed in order to minimize the time commitment while maximizing the amount of time observing lessons in progress.