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 HS • email@example.com or firstname.lastname@example.org • Pat Ligon’s website: • http://pligon.scribnotes.com/ • Sharon Winzeler • email@example.com • 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 Trout • POGIL Project director Editor in Chief, HSPI ProjectFranklin & Marshall College Lancaster Country Day School Lancaster, PA Lancaster, PA
Objectives and Outcomes • This 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 • 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 Report • Reflectors, 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
Process Skills • Information Processing • Critical Thinking • Problem Solving • Communication • Teamwork • Management • Assessment Achieved by the implementation of cooperative groups
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
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 Learning • Organic 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
POGIL—Year-Long General Chemistry at a Small Liberal Arts College • 1993 ACS General Chemistry Final Exam • n = ~40 students • 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 HS • firstname.lastname@example.org or email@example.com • Pat Ligon’s website: • http://pligon.scribnotes.com/more • More data slides if you want or stop and break here