Transcript POGIL - Wolfskill PPT - Faculty Center

POGIL:
Process-Oriented Guided Inquiry Learning
Troy Wolfskill
Department of Chemistry
Stony Brook University
[email protected]
4/13/2015
Overview
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The Motivation for POGIL
What is POGIL
Guided-Inquiry Activity Design
Facilitating a Process-Oriented Classroom
Impact of POGIL Locally and Nationally
References & Acknowledgements
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References
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LUCID - A New Model for Computer Assisted Learning, D. Hanson, T. Wolfskill, J.
Chem. Educ. 2001, 78, 1417-1424.
Process Workshops - A New Model for Instruction, D. Hanson, T. Wolfskill, J. Chem.
Educ. 2000, 77, 120-129.
Improving the Teaching/Learning Process in General Chemistry, D. Hanson, T.
Wolfskill, J. Chem. Educ. 1998, 75, 143-147.
Transforming Large Introductory Classes into Active Learning Environments, N.
Duffrin, W. Dawes, D. Hanson, J. Miyazaki, T. Wolfskill, J. Ed. Tech. Systems 1998,
27, 169-178.
www.pogil.org
Acknowledgements
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David Hanson, Prof. of Chemistry, Stony Brook University
The National Science Foundation
 Real-Time Multi-Dimensional Assessment of Student Learning, DUE ASA
0127650
 Process-Oriented Guided Inquiry Learning, DUE CCLI-ND 0231120
 Development & Field Assessment of Web-Based Activities for POGIL, DUE CCLIEM 0341485
 58 Other Funded POGIL Projects
Stony Brook University
 Department of Chemistry
 Center for Excellence in Learning & Teaching
Dan Apple, President of Pacific Crest
The Motivation for POGIL
What issues do you face in helping students learn your course content?
What issues do your students face after they graduate from college?
Motivation for Change at Stony Brook, mid 90s
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Student attitudes and performance in decline
Poor attendance at lectures and recitations
Interns reported little correlation between experiences on the job and
in the classroom
 Importance of teamwork in the workplace
 Emphasis on skills over content
Above were consistent with national reports
The Education-Employment Gap
Faculty from a prestigious eastern University generated the lists below
in response to the following assignments.
1. You are a member of a search committee for a position in a company.
What characteristics will you look for in applicants?
2. You are planning your course for next semester.
What are the important issues you address in your plan?
1. Employment Criteria
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Good thinker
Problem solver
Team player
Articulate
Good writer
Creative
Knowledgeable
Management skills
2. Course Plans
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Textbook to use
Content to include
Homework to assign
Logical sequence of topics
Quality of lectures
Nature of evaluations
Composition of exams
Provisions for tutorials
POGIL: Process-Oriented Guided-Inquiry Learning
POGIL is an instructional strategy that…
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is
Process-Oriented,
Students exercise key process skills in class to learn course content
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Information Processing
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Critical Thinking
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Problem Solving
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Teamwork
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Communication
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Assessment
Teachers facilitate content learning by helping develop process skills
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uses Guided-Inquiry,
Questions guide students through a learning cycle involving the…
 Exploration
of data, models, materials, or tasks
 Invention
or discovery of new concepts
 Application
in both simple and complex contexts
and focuses broadly on Learning…
by targeting both content and skills
Activity Design: A Learning Cycle Approach
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Orientation
Exploration
 Model provides information needed to construct a new concept
 Directed questions prompt students to explore the model
Concept Discovery or Formation
 Convergent questions promote the identification of relationships
 Concepts are discovered and then named
Application
 Divergent questions prompt students to consider implications
 Exercises systematically develop skill in using the concept
 Problems integrate previous knowledge, provide greater challenge
Types of Questions:
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Directed:
specific answer determinable from information at hand
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Convergent: specific answer requires synthesis of information at hand
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Divergent: multiplicity of answers requires transfer to new contexts
Student and Teacher Roles in a POGIL Classroom
Student Roles
Text-Based Workshops
 Manager
 Recorder
 Spokesperson
 Strategy Analyst
Computer-Based Workshops
 Manager/Spokesperson
 Technician
 Strategy Analyst
Teacher Roles
Leader:
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Monitor:
Plan activities & organization
Set objectives & performance criteria
Define the reward structure
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Observe the class, teams, and individuals in action
Assess strengths, areas for improvement in content & PROCESS
Decide if an intervention is appropriate
Facilitator:
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Intervene with the class, teams, or individuals to help
Evaluator:
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Validate all reported work
Assign grades to reward effort, recognize achievement, motivate
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Students work in teams on activities…
The instructor facilitates the work of the teams…
Students report their answers to the class…
And develop skills while having fun…
Team Reports Promote Meta-Cognitive Skills
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In light of the success criteria in today’s activities, what were the most
important things your team learned?
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What is your team still confused about with today’s activities?
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What were your team’s most important strengths and why?
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What are your team’s most important areas for improvement and how
can you go about achieving these?
What insights did you gain into being a more successful chemistry
student or problem solver?
Issues in a POGIL Classroom
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What issues might arise when students work in teams in the
classroom.
Guidelines for an Effective POGIL Classroom
For a Performance-Oriented Classroom…
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Challenging tasks with clear criteria for performance
High expectations with respect and no prejudging
Mutual trust that promotes risk taking and allows failure
High degree of assessment in both quantity and quality
Shared commitment with learner ownership of the process
For a Team-Based Classroom…
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Structure the teams
Motivate the students
Create positive interdependence
Assure individual accountability
Encourage promotive interactions
Provide closure
As a team, review these guidelines and come up with at least one question
you would like answered.
Facilitation: to make easier
Accomplished through interventions in student work
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Directives
Mini-lectures
Assessments
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Strategy Analyst oral reports
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Instructor’s SII assessment
Promoting discussion of reports
Team interventions
Being playful
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Spies and Consultants
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Jigsaw, games, challenges
Guidelines for team interventions
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Reduce effort by only working with managers
Intervene on process, not content
Ask if they would like assistance
Promote critical thinking by asking questions
Effective Intervention Questions…
Promote student thinking
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Promoting:
requires reflection, data processing, examining ideas
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Limiting:
requires recall, manipulates thinking
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Inhibiting:
brings closure, promotes fear or intimidation
Focus on process
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Diagnostic:
What have you done? Where are you stuck?
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Prescriptive:
What are you given? What do you need to find?
What relationships connect givens with unknowns?
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Reflective:
What was the problem? How did you resolve it?
How can you avoid it in the future?
Can be formulated in various ways to assure student success
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Directed:
specific answer determinable from information at hand
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Convergent:
specific answer requiring synthesis of given information
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Divergent:
multiplicity of answers with transfer to new context
Student Response to POGIL at Stony Brook
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Attendance was ~90%
Overwhelming majority reported that the workshops were challenging,
worthwhile, and helped them understand concepts and solve problems
~half reported that their confidence in studying and learning chemsitry
was increased by working in a team
~1/3 reported that the workshops increased their interest in chemistry
and that self-assessment helped them improve their study habits
Students requested that more time be given for workshops by moving
them from 55-minute to 80-minute blocks
Common written comments:
 When we explain answers to each other it helps us learn the
material.
 We learn skills not just solutions to some problems.
 They help us reason and think and make us think harder.
 You learn and understand more by working together.
Impact of POGIL Workshops on Exam Scores at SBU
The POGIL National Dissemination Project
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Funded by the National Science Foundation 2003 – 2012
Provide
 Faculty development workshops
 On-site consulting
 Visits to schools using POGIL
 Support by phone, email, and the web
 Support for developing new curriculum materials
One of the most successful teaching/curriculum reform projects that
NSF has sponsored.