Transcript PPT Intro - Pat Ligon

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
The POGIL Workshop
• Facilitators:
• Pat Ligon Broughton HS
[email protected] or [email protected]
Pat Ligon’s website:
http://pligon.scribnotes.com/
Sharon Winzeler
[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
POGIL Project director
Franklin & Marshall College
Lancaster, PA
Laura Trout
Editor in Chief, HSPI Project
Lancaster Country Day School
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
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
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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
What is POGIL?
What is POGIL?
Process Skills
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Information Processing
Critical Thinking
Problem Solving
Communication
Teamwork
Management
Achieved by the
Assessment
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 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.), ProcessOriented 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/straumanisted-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 HardyWeinburg 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
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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
[email protected] or [email protected]
Pat Ligon’s website:
http://pligon.scribnotes.com/more
More data slides if you want or stop and break
here