1. Experience POGIL About POGIL Group Activity Wrap Up Can Your Students POGIL? 8/20/14POGIL CFI Workshop Leia Forgay Harding University High School

2. 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

3. 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 worksheet o 1 REPORTER to report back to the class o An optional READER to read the text and all questions aloud in your group (in groups of 3 the REPORTER can do this)

4. The Activity Experience 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.

5. Extension Questions 23. 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

6. 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. Debrief Experience POGIL About POGIL Group Activity Wrap Up

7. Process-Oriented Guided Inquiry Learning Learner centered technique Self managed teams work through activities Instructor serves as a coach/facilitator About POGIL Experience POGIL About POGIL Group Activity Wrap Up

8. 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

9. 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 Origins Experience POGIL About POGIL Group Activity Wrap Up

10. Mission statement and values – http://pogil.org/about/mission http://pogil.org/about/mission What does a POGIL class look like? – https://pogil.org/about https://pogil.org/about About POGIL Experience POGIL About POGIL Group Activity Wrap Up

11. Common outcomes – Lower attrition than traditionally taught courses – Student mastery of content is higher – Most students prefer POGIL Effectiveness Experience POGIL About POGIL Group Activity Wrap Up Source: http://pogil.org/about/effectivenesshttp://pogil.org/about/effectiveness

12. 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%). 1 st year of POGIL 68% average. McKnight, 2004 Effectiveness Experience POGIL About POGIL Group Activity Wrap Up

13. 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. Effectiveness Experience POGIL About POGIL Group Activity Wrap Up

14. 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 Activity Experience POGIL About POGIL Group Activity Wrap Up

15. READER/REFLECTOR: What are your observations of the group process? POGIL workbooks available for purchase or create your own! Wrap up Experience POGIL About POGIL Group Activity Wrap Up