experience pogil about pogil group activity wrap up can your students pogil? 8/20/14pogil cfi...
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Experience POGIL
About POGIL
Group Activity
Wrap Up
Can Your Students POGIL?
8/20/14 POGIL CFI Workshop
Leia ForgayHarding University High School
2
Experience POGIL
About POGIL
Group Activity
Wrap Up
Experience POGIL (20 min)
About POGIL (15 min)
Small Group (13 min)
Wrap Up (2 min)
Today’s Agenda
Experience POGIL
About POGIL
Group Activity
Wrap Up
Experience POGIL• Groups of 3 to 4 people:
o 1 MANAGER to keep group on track and obtain supplies
o 1 RECORDER to fill out worksheeto 1 REPORTER to report back to the classo An optional READER to read the text
and all questions aloud in your group (in groups of 3 the REPORTER can do this)
The ActivityExperience
POGIL
About POGIL
Group Activity
Wrap Up
Team should work through the activity provided.
• MANAGER – Longest serving CMS employee: Your group has 18 min.
• REPORTER – Next longest employee: Write the group’s response to the last question on the board and be prepared to defend it.
• RECORDER – Next longest CMS employee.
• READER – Newest CMS employee.
Extension Questions23. What effect do you expect the structural
differences between prokaryotes and eukaryotes to have on their functions? Explain in detail.
24. With as much detail as possible, give another example of an analogy for describing the difference between prokaryotic cells and eukaryotic cells.
Prokaryote and Eukaryote Cells
• POGIL activities begin with a model.
• They guide the students through exploring the model.
• At the next level they begin to extend their understanding of the concepts.
• Students must articulate their understanding of the concepts and not just solve a problem.
• Activities may be followed by at home homework to practice concepts or to further apply the concepts from the activity.
DebriefExperience POGIL
About POGIL
Group Activity
Wrap Up
• Process-Oriented Guided Inquiry Learning
• Learner centered technique• Self managed teams work through
activities • Instructor serves as a coach/facilitator
About POGILExperience POGIL
About POGIL
Group Activity
Wrap Up
• High attrition in sciences (STEM)• Low performance by students
• POGIL was an attempt to change the curriculum to address the needs of more students and attract more students to stay with the science disciplines.
Why POGIL?Experience POGIL
About POGIL
Group Activity
Wrap Up
• Work done informally in 1990’s• 2003 NSF Award
– David Hanson, SUNY @ Stony Brook– Richard Moog, Franklin and Marshall – Others
• Award is used to train practitioners in this approach
• Original focus on chemistry education, but applicable to many other disciplines
• Making its way into secondary education
OriginsExperience POGIL
About POGIL
Group Activity
Wrap Up
• Mission statement and values– http://pogil.org/about/mission
• What does a POGIL class look like?– https://pogil.org/about
About POGILExperience POGIL
About POGIL
Group Activity
Wrap Up
• Common outcomes– Lower attrition than traditionally taught
courses– Student mastery of content is higher– Most students prefer POGIL
EffectivenessExperience POGIL
About POGIL
Group Activity
Wrap Up
Source: http://pogil.org/about/effectiveness
• DWF’s declined from 21.9% pre-POGIL to 9.6% POGIL. (General Chemistry students. N=420 and 485 respectively). Farrell, et al 1999
• ACS General Chemistry Exam, 56% average over 10 years (highest single year was 65%). 1st year of POGIL 68% average. McKnight, 2004
EffectivenessExperience POGIL
About POGIL
Group Activity
Wrap Up
• Can be used in large classes.• Can be hybridized (some lecture,
some POGIL).• Content coverage is similar
– Studies comparing POGIL trained vs, lecture trained students going into one Organic Chem 1 section. No difference in performance, but higher retention to Organic 2 by POGIL students.
EffectivenessExperience POGIL
About POGIL
Group Activity
Wrap Up
Discuss how you might replace one lecture in your course with one that is POGIL-like.
• MANAGER : Your group has 8 min. Please make sure that each person has a chance to contribute.
• RECORDER: Jot down some notes for us to share as a group.
• REPORTER: Be prepared to represent the group in discussion after the activity.
• READER/REFLECTOR: Think about the collaboration of your group. What worked and what didn’t work? How could you improve the POGIL process for your classroom?
Group ActivityExperience POGIL
About POGIL
Group Activity
Wrap Up
• READER/REFLECTOR: What are your observations of the group process?
• POGIL workbooks available for purchase or create your own!
Wrap upExperience POGIL
About POGIL
Group Activity
Wrap Up