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Introduction to POGIL . Welcome. Please sit in groups of three or four, fill out your name tent (fold the notecard ) please write your name on the front and back, and introduce yourself to your neighbors if you do not know each other. . The POGIL Workshop. Facilitators: - PowerPoint PPT Presentation
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Introduction to POGIL
Welcome. Please sit in groups of three or four, fill out your name tent (fold the notecard) please write your name on the front and back, and introduce yourself to your neighbors if you do not know each other.
The POGIL Workshop• Facilitators:
• Pat Ligon Broughton [email protected] or [email protected] Ligon’s website: http://pligon.scribnotes.com/Sharon [email protected]
POGIL.org
February 22, 2014
POGIL activities
POGIL (Processed Oriented Guided Inquiry Learning) is an Introductory activity that can replace lecture.
Students working in collaborative teams discover information in a well-planned activity.
POGIL Project HSPI
The POGIL project is supported by NSF (grants CCLI DUE: 0618746, 0618758, 0618800, 0231120)
High School POGIL Initiative (HSPI) for chemistry and biology is supported by a grant from the Toyota USA Foundation Rick Moog Laura TroutPOGIL Project director Editor in Chief, HSPI ProjectFranklin & Marshall College Lancaster Country Day School Lancaster, PA
Lancaster, PA
Objectives and OutcomesThis workshop is designed for those with limited or no previous exposure to POGIL. Participants will:•engage in POGIL activities•observe facilitation strategies•Begin to write an activity with specific learning objectives
After attending this session, participants will be able to:•name crucial elements of POGIL pedagogy and philosophy•list desirable student learning outcomes from a POGIL classroom•create strategies to begin implementing POGIL in their classrooms•start to write a POGIL activity
Warm-Up Activity
Puzzle Activity
POGIL Classroom Experience
POGIL Classroom Experience
Assigning Group Roles (in colored folders, read for descriptions)
• Facilitator/Manager- person closest to door
• Spokesperson/Reporter
• Quality Control
• Process Analyst
POGIL Classroom Experience
With your group you will work on: “Structure and Function of DNA”
• Answer the questions using the information given (as a student would) not from prior knowledge
• At groups should check in with instructor
• point out questions that focus on lesson objectives
• START activity• Note: optional to use the stop or key for understanding
in any of the activities you do with students
Whole Class Discussion
Ways to incorporate reporting out of answers in a POGIL classroom.
Reflector’s ReportReflectors, report to your group:
•One strength of the group and why that is an important characteristic for an effective group to have•One area of improvement for the group and a suggestion of how that improvement can be made(2 minutes total)
Student Outcomes
Other than content knowledge, what might your students gain from this type of learning environment?
•Group: 2 minutes•Presenters (spokesperson) report
out
What is POGIL?
What is POGIL?
Process Skills
• Information Processing• Critical Thinking• Problem Solving• Communication• Teamwork• Management• Assessment
Achieved by the implementation of cooperative groups
What is POGIL?
Learning Cycle Activities
Guided Inquiry Approach
• Students work in groups• Students construct knowledge• Activities use Learning Cycle paradigm• Students teach, discuss, and learn from
other students• Instructors facilitate learning
What is POGIL?
Analysis of Student Outcomes
Assessment Pre-Quiz for Organic 2• Large public university• Classes of about 250• Unannounced quiz given on 1st day of
Organic 2• Some students took Organic 1 with lecture;
two different instructors • Some students were in a POGIL section of
Organic 1
Retention of LearningOrganic 2 Pre-quiz Results
(Lecture vs. POGIL Organic 1)Ruder, S.M., & Hunnicutt, S.S. (2008). POGIL in Chemistry Courses at a Large Urban University: A Case Study. In R.S. Moog, & J.N. Spencer (Eds.), Process-Oriented Guided Inquiry Learning: ACS Symposium Series 994 (pp. 133–147). Washington, D.C.: American Chemical Society.
POGIL in Action
TED Talk:
http://www.pogil.org/about/straumanis-ted-talk
Analysis of Student Outcomes
Data on the use of POGIL in academic settings.
What is “Success”?• We define “success” as the achievement of a grade
of C– or higher (ABC)• “Lack of success” includes grades in the D range,
F range, and withdrawals (DFW)• More detailed grade distributions will be shown,
but analysis will be based on this definition of “success”
• Statistical significance is determined by chi-squared analysis using these two groupings: ABC and DFW
POGIL—General Chemistry at Franklin & Marshall College
• Sections of about 24 students• “Lecture”: F1990–S1994: n = 420• POGIL: F1994–S1998: n = 485• Students randomly placed Fall
semester• Students designate preference Spring
semester (but not guaranteed to get their choice)
• Same instructors before and after
POGIL—General Chemistry at Franklin & Marshall College
Data from classrooms of Moog, Farrell, and Spencer
Farrell, J.J., Moog, R.S., & Spencer, J.N. (1999). A Guided Inquiry Chemistry Course. J. Chem. Educ., 76, 570–574.
POGIL—Organic Chemistry at a Regional Liberal Arts College
• Two sections: one lecture style, one POGIL; taught at the same time
• Students randomly placed in sections• Common exams prepared and graded
by both instructors
POGIL—Organic Chemistry at a Regional Liberal Arts College
Randomized enrollment, different instructors, single exam given concurrently, prepared and graded by both instructors
POGIL—Organic 1 at a Large Public University
• Two sections: one lecture, one POGIL; taught at the same time
• Students randomly placed in sections• Midterm exams (not part of study)
created and graded independently• Final exam (studied) created solely by
“lecture” instructor
POGIL—Organic 1 at a Large Public University
Withdrawals & Common Final Exam Scores, Fall 2000
1993 ACS General Chemistry Final Examn = ~40 students
POGIL—Year-Long General Chemistry at a Small Liberal Arts College
Previous 10 Years• Average percentage correct = 55.5• Highest average = 65.2 (2001)• Lowest average = 47.0 (2003)POGIL Class (2004)• Average percentage correct = 68.5
High School Testimonials
Student:
“You learn really well when you have to explain it.”
High School Testimonials
Student:
“When I was using POGIL it was a good experience. It helped me understand things initially which then helped me understand the larger concept of everything.”
High School Testimonials
Student:
“In POGIL you actually have to do it yourself, not just learning facts and memorizing. You’re actually using what you know and discovering things instead of just being told things.”
High School Testimonials
Teacher:
“This was the best intro into Hardy-Weinburg that I have ever found. My students understand it better, after practice, than any other class I've taught.”
High School Testimonials
Teachers:
“I greatly appreciate the ability to use an inquiry oriented approach to introducing material, and POGIL provides the best way that I know to do this. The HSPI activities are some of the best POGIL activities...”
High School Testimonials
Teacher:
“I was AMAZED at how this method of presentation captured the students' attention. This would otherwise have definitely been a lecture-based lesson. I was stunned that the same content could be delivered in this way.”
POGIL Resources
POGIL website: www.pogil.org Click Here
• Example POGIL activities• Implementation guide• Advanced 2-3 day workshops• Writing workshops• create an account if you are interested in being
on the email list
HSPI materials are available from Flinn Scientific
Helpful materials for classroom facilitation
•Implementation Guide• www.pogil.org go to resources..personal
effectiveness videos http://www.pogil.org/resources/implementation
Questions?
Contact Information
The Facilitation Team today is:• Pat Ligon Broughton [email protected] or [email protected] Ligon’s website: http://pligon.scribnotes.com/more More data slides if you want or stop and break here
