rocess riented uided nquiry earning

1
rocess riented uided
nquiry earning
P O G I L

• built on current research in the cognitive
  sciences, sharing the key premise that most
  students learn best when

they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are actively engaged in analyzing data,
models, or examples.
they are reflecting on what they have learned and
thinking about how to improve performance
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
they are discussing ideas they are working
together in self-managed teams to understand
concepts and solve problems
they are interacting with an instructor who
serves as a facilitator of learning rather than
as a source of information.
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Todays Agenda
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POGIL Effectiveness

• What do student say?
• When asked We often do POGILS instead of
  lecture. What do you prefer?

POGILS. Its hands on and we learn better and
faster.
POGILS. I like working on it instead of hearing
about it.
POGILS. I hate lecture, they are boring.
POGILS. When people are actually working it
really helps.
Both. I like doing POGILS half the time and
lectures the other half.
POGILS. Because we can still ask questions and I
pay attention to what I am doing more.
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POGIL Effectiveness

• What do student say?
• Support for lectures...

I prefer lectures, but fun lectures
Lecture. I find I learn better when teachers do
their job and TEACH and not just sit there and
watch our miserable expressions as we attempt
confusing papers.
I prefer lectures and taking notes
Lecture because I understand more of what is
said then what I read.
Lecture because I actually learn.
Lecture because it is less work.
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POGIL Effectiveness
What do student say?

Based on an anonymous survey of 116 Pennfield
Students
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POGIL Effectiveness

• What does the research say?
• POGIL General Chemistry
• Franklin Marshall College

8 years of data (n905)
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POGIL Effectiveness

• What does the research say?
• How does it prepare them for future courses

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POGIL Effectiveness

• What does this mean?
• Conclusions

Students see value in POGILS and are more active
in learning.
POGILS increase success (grade C or better) in
course work.
POGILS increase future performance and engagement
in science.
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POGIL Effectiveness

• Questions?

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Coulombs Law POGIL

• Group 1 ? Pennbrook Pennfield
• Group 2 ? Penndale
• You have 15 minutes to complete the POGIL
• Until Charles Augustin de Coulomb reaches the
  end.
  
• Start.End

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What is process oriented guided inquiry learning
(POGIL)?

• a classroom and laboratory technique that
  simultaneously teaches content and key process
  skills such as the ability to think analytically
  and work effectively as part of a collaborative
  team.
• -POGIL Project

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Student centered

• Students are
• Learning how to work together
• Actively engaged and thinking in class
• Constructing knowledge and drawing conclusions
• Analyzing data
• Discussing scientific ideas
• Develop a deep understanding of the concepts

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POGILs are

• Research based
• Cognitive theory and Classroom Research
• Follows Constructionist methodology
• Follows the learning cycle
• Orientation
• Exploration
• Concept formation
• Application
• Closure

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Orientation

• Prepares students for learning, motivator,
  creates interest, makes connections. (Hanson)
  
• Example learning vocabulary

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Exploration

• Gives students a set of tasks to follow that
  leads to meeting the learning goals.
  

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Concept Formation

• Questions compel students to think critically and
  analytically as they engage in exploration
  

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Application

• Concept is reinforced and extended
• Examples
• Laboratory Exercises
• Problem sessions

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Closure

• Students are asked to reflect on what they have
  learned ,they consolidate their knowledge and are
  rewarded for hard work.

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Distance and Position POGIL

• Group 1 ? Pennbrook Pennfield
• Group 2 ? Penndale
• You have 10 minutes to complete the POGIL
• Until Gary reaches the end.
• Start.End

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How does this work in 9th grade physical science?
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Gravity and Weight POGIL

• Group 1 ? Pennbrook Pennfield
• Group 2 ? Penndale
• You have 10 minutes to complete the POGIL
• Start.End

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Creation Process

• Identify the focus of the activity.

• An activity usually will involve one of the
  following
  
• learning a new concept,
• developing proficiency with a process or use of a
  tool,
  
• or increasing understanding.
• The focus should be sufficiently sharp that each
  activity can be completed in 20 to 40 minutes.
  

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Creation Process

• Choose an appropriate title.

• Use a short sentence or phrase rather than a word
  or two.
  
• Should be clear, inspiring, and reflect a sense
  of the content.
  

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Creation Process

• Identify the learning objectives.

• A learning objective identifies what is to be
  learned or understood as a result of completing
  the activity.
  
• An activity should have two or three objectives.

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Creation Process

• Create key questions.

• Use of three types of questions directed,
  convergent, and divergent.
  
• Each activity should require students to answer
  five to ten key questions
  
• two or three directed questions,
• two to six convergent questions,
• one divergent questions.

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Creation Process

• Identify necessary information and resources.

• The information and resources should help
  students answer the key questions and complete
  the activity.
  
• Information can be provided within the activity
  or by outside resources that are referenced for
  the students
  

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Creation Process

• Creating your own POGIL activity

In your groups, follow the creation process to
construct you own activity. The process is also
found in the handout. Your group has 20 minute
s to complete the draft.
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POGIL Creation

• Discussion