Transcript Blackwell_talk_POGIL_Pedagogy

The Ins, Outs, Ups, and
Downs of POGIL
Pedagogy
Melissa C. Rhoten
Longwood University
Department of Chemistry & Physics
Blackwell Lecture Series
October 18, 2010
Employment Criteria
 You are a member of the Employment
Committee of a start-up biotechnology
company, which is planning to double
the number of employees over the next
year.
List at least three characteristics or skills
that your committee will use to screen the
applicants.
Employment Criteria
 Quick learner
 Critical thinker
 Creative
 Problem solvers
 Good communicator
 Team player
 Self-motivated
 Knowledgeable
Only one component!
What is POGIL?
Process-Oriented Guided Inquiry Learning
• A classroom and laboratory technique that seeks to
simultaneously teach content and key process skills
within the confines of a collaborative team.
• Research shows that students who work
collaboratively learn more, understand more,
remember more, and acquire skills essential in the
workplace.
The POGIL Classroom
• Students work in small groups on speciallydesigned activities intended to develop
mastery of both course content and key
process skills
 Targeted process skills include:
information processing, critical thinking,
problem solving, teamwork,
communication, management, and
assessment.
Traditional Pedagogy
• Teaching occurs by telling
• Knowledge is a collection of facts
• Learning is recall
Cohen, D. K. in Contributing to Educational Change, P. W. Jackson,
ed., McCutchan: Berkeley, CA, 1989.
Information Processing Model
• Current knowledge and our
interests, prejudices, and beliefs
control how we handle new
information.
• This affects what we select from
the sensory stimuli around us, how
we process the stimuli, and how we
store information.
• We each have a unique filter by
which we select what interests us,
what makes sense to us, and what
is important to us.
Johnstone, A. H. J. Chem. Ed. 2010, 87, 22-29.
Information Processing Model
Limited working space: shared space
that holds information temporarily and
processes it.
• If linkages are formed
between new information and
current knowledge in LTM,
understanding occurs.
• If linkages are faulty - give
rise to alternative frameworks
(misunderstanding)
• If no linkages could be made
(no understanding) information rejected or rote
learned.
Johnstone, A. H. J. Chem. Ed. 2010, 87, 22-29.
A New Approach
• Knowledge results only through active
participation in its construction.
• Students teach each other and they teach the
instructor by revealing their understanding of
the subject
• Teachers learn by this process…by steadily
accumulating a body of knowledge about the
practice of teaching.
Elmore, R. F. in Education for Judgment, Harvard Business School, Boston, MA, 1991.
Guided Inquiry Approach
 Students work in groups (typically 3-4)
 Activities use the Learning Cycle
(Exploration, Concept Invention,
Application)
 Students construct knowledge
 Students teach/discuss/learn from
students
 Instructors facilitate learning
www.pogil.org
A POGIL Classroom
Experience
Team Design
 Manager – actively participates, keeps team on task,
distributes work/responsibilities, assures that team
members participate and understand
 Recorder – actively participates, prepares written
reflection/self-assessment report in consultation with
team
 Reporter – actively participates, communicates with
instructor and presents reports to the class when
necessary
Team roles rotate on a daily basis!!
Activity 02-1 – Atoms,
Isotopes, and Ions
In the next 10 minutes,
complete Critical
Thinking Questions 1-11
Question #1
All isotopes of a given element have the same
number of
but different
numbers of _______________.
a) protons, neutrons
b) neutrons, protons
c) atoms, electrons
d) protons, electrons
Question #2
What is the symbol for the atom or ion that
has 34 neutrons, 29 protons, and 27
electrons?
Complete Recorder’s Report
Homework – Meet as a group to
complete Exercises 1 & 2 (pg
18). You must turn in a group
answer to these questions on
Wed at the start of class
Recorder’s Report
Team Members
Manager: _____________________________________________
Recorder: _____________________________________________
Reporter: _____________________________________________
Reflection on Learning – What questions does the team still have about
the material covered today?
Self-Assessment - Did everyone in the team understand the material
covered today? If so, explain how your team assured that everyone
understood. If not, identify what your team needs to do to assure that
everyone in the team understands the material next session.
Our Study
General Chemistry
 CHEM 111/112
• 4 credit lecture/lab courses (3 hours of lecture
and one 2 hour lab period per week)
• required of all science majors
 CHEM 111 (Fall 2009) – 6 sections taught by
three separate faculty
 CHEM 112 (Spring 2010) – 5 sections taught
by three separate faculty
CHEM 111 Student Distribution
OTHER
10%
PHYS
12%
OTHER
10%
PHYS
16%
BIOL
78%
CHEM
19%
Traditional Lecture (N=49)
BIOL
55%
Hybrid-POGIL (N=49)
PHYS
CHEM 5%
12%
OTHER
7%
BIOL
76%
POGIL (N=42)
Commonalities in CHEM 111
• Textbook and companion POGIL
workbook
• Laboratory exercises
• Test review problems
• In-class tests
• ACS final exam
• Concept Inventory post-test
CHEM 111 Topics
• Elements and compounds
• The mole (including balancing reactions,
molarity, stoichiometry, etc.)
• The structure of the atom
• Covalent bonding (including Lewis
structures, resonance, formal charges, and
molecular shapes)
• Gas laws
• Thermochemistry
Format of Lecture-based sections
– “Teaching by telling”
– Example problems worked out by
the instructor during class
– No group work
– Online homework assignments (via
Bb)
Format of POGIL sections
–
–
–
–
Daily Quizzes
Workshop sessions
Team reporting
Mini-lectures (pre- or post-workshop
time)
– Wrap-up & report writing
– No online homework (students were
expected to finish any POGIL
activities not completed during
class)
Format of hybrid POGIL sections
– “Teaching by telling” - two lecture
periods per week
– Example problems worked out by
the instructor during class
– Group work (using the POGIL book)
to reinforce concepts presented in
lecture – one time per week
– Online homework assignments (via
Bb)
In-class test data
90
t-tests (95% CL)
show:
80
70
• Significant
difference POGIL vs.
lecture for Test #2
Class Average
60
50
40
30
Lecture only
20
POGIL
10
0
Hybrid
• Significant
differences POGIL
vs. lecture and
POGIL vs. hybrid for
Test #3
• Significant
difference POGIL vs.
lecture in overall test
performance
Final Exam and CI Test
Concept Inventory Test**
ACS Gen. Chem. First Term
Exam (Form 2005)
Av. # of Questions Correct
50
45
10
40
35
30
25
20
Av. # of Questions Correct
12
28th
45th
39th
15
10
5
8
6
4
2
0
0
Lecture
only
POGIL
hybrid
Lecture
only
POGIL
** by Krause, Birk, Bauer, Jenkins, Pavelich
Hybrid
Student Evaluation of the Instructor
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
POGIL
0
hybrid
lecture only
Student Evaluation of the Class
6
5
4
POGIL
3
hybrid
lecture only
2
1
0
assignments/exams
were appropriate
graded on what
they "learned"
encouraged to ask expected to learn
questions
difficult material
Student Evaluation of Self
4
3.5
3
2.5
POGIL
2
hybrid
lecture only
1.5
1
0.5
0
How much did you
learn?
hours outside of class?
What is your current
grade?
Future Endeavors
 Continue to improve POGIL facilitation in CHEM 111/112
 Initiation of research study: Does a POGIL experience in 1st
semester general chemistry affect retention of science
majors?
– Colleagues at UNC-Asheville found increased graduation rates among
STEM majors that had POGIL in 1st semester general chemistry relative to
those in traditional general chemistry courses.
 Initiation of research study: Is there are correlation between
GALT (Group Assessment of Logical Thinking) score and
performance on the conceptual ACS exam? If so, is this
correlation affected by the learning environment (POGIL vs.
traditional)?
Acknowledgements
Dr. Sarah Porter
Dr. Keith Rider
Mrs. Catherine Shuford
Mr. Benjamin Bilodeau