1. 10/23/2015R. John Muench1 Philosophy of Process Education Term first used in the early 1970’s. Defined as: An educational philosophy which focuses on building students’ learning skills and developing “self- growers.” Pacific Crest: www.pcrest.comwww.pcrest.com

2. 10/23/2015R. John Muench2 Self-Grower The two extremes for classifying learners are: –Trained Individuals –Self-Growers Trained Individuals have developed a specific knowledge base, with specific skills for a specific context. Self-Growers continually grow by using strong self-assessment skills to improve future performance.

3. 10/23/2015R. John Muench3 POGIL Project Process-Oriented Guided-Inquiry Learning An NSF supported project for Chemistry www.pogil.org One and three day workshops available Can be used by any and all disciplines

4. 10/23/2015R. John Muench4 POGIL Project POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team.

5. 10/23/2015R. John Muench5 POGIL Project A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials. These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions - essentially a recapitulation of the scientific method. The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.

6. 10/23/2015R. John Muench6 POGIL Project POGIL is based on research indicating that –a) teaching by telling does not work for most students, –b) students who are part of an interactive community are more likely to be successful, and –c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own understanding.

7. 10/23/2015R. John Muench7 Measuring Success Eight years of data at Franklin & Marshall College. Lecture only – DFW rate = 32%. POGIL + mini-lecture – DFW rate = 19%. This is just one of many examples of the proof that POGIL improves student performance.

8. 10/23/2015R. John Muench8 How It Works Students work in teams as determined by the instructor. Instructor may provide a mini-lecture or students may be required to read a short passage. Students then work collaboratively on a list of questions that are meant to guide them through the material.

9. 10/23/2015R. John Muench9 Types of Questions A POGIL activity has a variety of questions. –Convergent: Students will come to a quick agreement. Asks them to recall basic knowledge. –Directed: Students can be led down the path to the answer based on information given. Asks them to apply what they have learned. –Divergent: Groups can come up with alternate solutions. Often not seeking a solution, rather a discussion. Asks them to synthesize information.

10. 10/23/2015R. John Muench10 Instructor Role Act as Facilitator in the classroom. Intervene when the team is off on the wrong track or not using the process. Adjust and adapt to each class. Answer student questions with a question that can help lead them down the right path.

11. 10/23/2015R. John Muench11 Keys to POGIL Use Establish teams and process early on. Students have two roles – learning and helping others learn. Don’t give out answers. Correct any group mistakes at the beginning of the next period.

12. 10/23/2015R. John Muench12 Assessment POGIL website has an assessment guide. Include self-assessment component. Include assessment on the process to gain insight on how to improve the assignment.