Pogil At Xavier University

POGIL at Xavier POGIL at Xavier UniversityUniversity

Presented by Roy CohenPresented by Roy Cohen

June 13, 2008June 13, 2008

For CERMACSFor CERMACS

POGIL at Xavier University, POGIL at Xavier University, Summer 2008Summer 2008 22

Overview of PresentationOverview of Presentation

What is POGIL – a description, pedagogyWhat is POGIL – a description, pedagogy Advantages of POGIL over traditional teaching Advantages of POGIL over traditional teaching

stylesstyles Challenges of POGILChallenges of POGIL Measurement of success using POGILMeasurement of success using POGIL Examples of successful inclusion of POGIL for Examples of successful inclusion of POGIL for

specific undergraduate chemistry coursesspecific undergraduate chemistry courses Summary and ConclusionSummary and Conclusion AcknowledgementsAcknowledgements


What is POGIL ?What is POGIL ?

POGIL (POGIL (PProcess rocess OOriented riented GGuided uided IInquiry nquiry LLearning) is a classroom and/ or laboratory earning) is a classroom and/ or laboratory pedagogical technique that seeks to pedagogical technique that seeks to simultaneously teach content and develop simultaneously teach content and develop key process skills such as the ability to think key process skills such as the ability to think analytically (critically) and work effectively analytically (critically) and work effectively as part of a collaborative team.as part of a collaborative team.

Adapted from POGIL website, Adapted from POGIL website, www.pogil.org

http://www.pogil.org/


Description of POGILDescription of POGIL

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


POGIL description, continuedPOGIL description, continued

POGIL is based on research indicating that :POGIL is based on research indicating that :

a)a) teaching by telling does not work for most students, teaching by telling does not work for most students,

b)b) students who are part of an interactive community are students who are part of an interactive community are more likely to be successful, andmore likely to be successful, and

c) knowledge is personal; students enjoy themselves more c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when and develop greater ownership over the material when they are given an opportunity to construct their own they are given an opportunity to construct their own understanding. understanding.

((http://www.pogil.org/info/introduction.php ) )

http://www.pogil.org/info/introduction.php


POGIL PedagogyPOGIL Pedagogy

POGIL pedagogy consists of a student-centered, POGIL pedagogy consists of a student-centered, faculty - facilitated learning situation. The purpose faculty - facilitated learning situation. The purpose of this type of learning environment is to engage of this type of learning environment is to engage student learners and to make them responsible for student learners and to make them responsible for the acquisition, application, and dissemination of the acquisition, application, and dissemination of knowledge. The students are expected to explore knowledge. The students are expected to explore a problem, master a technique, or develop a a problem, master a technique, or develop a method for solving a particular type of problem, method for solving a particular type of problem, such as a mathematical calculation or, in this such as a mathematical calculation or, in this case, a chemical principle. case, a chemical principle.


Pedagogy, continuedPedagogy, continued

The students are presented with some problem to The students are presented with some problem to solve, and then are given the opportunity to solve, and then are given the opportunity to explore possible solutions to the problem through explore possible solutions to the problem through the use of resources that may be in printed books, the use of resources that may be in printed books, magazine articles, or internet web sites. Prior magazine articles, or internet web sites. Prior knowledge is also a good foundation on which to knowledge is also a good foundation on which to begin the exploration process. Students often find begin the exploration process. Students often find that recalling and applying that recalling and applying prior knowledgeprior knowledge is the is the most difficult part of this process!most difficult part of this process!


Pedagogy, cont’dPedagogy, cont’d As the students begin the exploration process they are As the students begin the exploration process they are

required to record all their findings, explanations and other required to record all their findings, explanations and other relevant information. Once they have discovered relevant relevant information. Once they have discovered relevant information, they are required to apply this information to information, they are required to apply this information to the problem at hand, and students are also strongly the problem at hand, and students are also strongly encouraged to extend their knowledge into other areas of encouraged to extend their knowledge into other areas of application.application.

Application of the knowledge involves a number of Application of the knowledge involves a number of cognitive processes: describing information, summarizing cognitive processes: describing information, summarizing information, using the information just gained to perform information, using the information just gained to perform mathematical calculations, writing chemical equations, and mathematical calculations, writing chemical equations, and synthesizing possible laboratory investigations that will synthesizing possible laboratory investigations that will utilize the information gained. The students in each group utilize the information gained. The students in each group discuss these processes with each other until all the discuss these processes with each other until all the students are confident that they all grasp the essential students are confident that they all grasp the essential concepts and can explain these concepts to each other, concepts and can explain these concepts to each other, and to the class as a whole.and to the class as a whole.


Pedagogy, cont’dPedagogy, cont’dOnce the previous steps have been Once the previous steps have been

completed, the students are then asked to completed, the students are then asked to share what has been developed and learned share what has been developed and learned with other members of the class. This may with other members of the class. This may be via a Word, Excel or PowerPoint be via a Word, Excel or PowerPoint presentation, a problem solving session, or presentation, a problem solving session, or other ways of presenting the concepts. One other ways of presenting the concepts. One student may do the majority of the student may do the majority of the “teaching” or all the students may take part, “teaching” or all the students may take part, depending on the time available.depending on the time available.


Pedagogy, cont’dPedagogy, cont’dThe success of a POGIL exercise can be measured in a number of ways.

All students in each group are engaged in the process- evaluated by the instructor.

All students in each group are actively researching and recording material, performing calculations, writing chemical equations, answering leading questions and so on.

Once the exploration step is completed, students are actively sharing knowledge in each group.

All students are involved in planning the class presentation of the results of their exploration and subsequent activities

All students in a particular group exhibit assimilation of the knowledge as they present the material to others in the class.


Pedagogy- instructor’s role Provide the necessary resources for the POGIL activity Provide the necessary resources for the POGIL activity

to be successful. to be successful. Provide an environment that encourages collaborative Provide an environment that encourages collaborative

learning.learning. Encourage students to dig into areas that are unfamiliar Encourage students to dig into areas that are unfamiliar

to them.to them. Keep students who are less focused on – task. Keep students who are less focused on – task. Monitor the progress of the activity and gently “prod” Monitor the progress of the activity and gently “prod”

students towards completion of the activity. Keep students towards completion of the activity. Keep extraneous and superfluous activity to a minimum. (e.g. extraneous and superfluous activity to a minimum. (e.g. random web-searching)random web-searching)

If common problems are encountered among several If common problems are encountered among several groups, share possible ways to attack the problem with groups, share possible ways to attack the problem with everyone. everyone.


Advantages of POGILThere are a number of distinct advantages:There are a number of distinct advantages: Student – centered form of instructionStudent – centered form of instruction Students appear to not only like POGIL, but they Students appear to not only like POGIL, but they

look forward to itlook forward to it Forces students to utilize prior knowledgeForces students to utilize prior knowledge Enables students to work collaborativelyEnables students to work collaboratively Encourages research & problem solvingEncourages research & problem solving Helps “slower” students to be a part of the classHelps “slower” students to be a part of the class Improves retention of materialImproves retention of material Mimics the “real world”Mimics the “real world”


Challenges of POGILChallenges of POGILPOGIL is not without challenges:POGIL is not without challenges: Instructor must prepare well for a successful POGIL Instructor must prepare well for a successful POGIL

experienceexperience Assessment of students may be less quantitative and more Assessment of students may be less quantitative and more

empiricalempirical Many students are unfamiliar with inquiry learning Many students are unfamiliar with inquiry learning

techniquestechniques Care needs to be exercised to ensure all require content is Care needs to be exercised to ensure all require content is

coveredcovered POGIL may not apply to all types of courses or POGIL may not apply to all types of courses or

instructional contentinstructional content Instructor must be cognizant of when to “facilitate” the Instructor must be cognizant of when to “facilitate” the

discussion of a particular concept to the class as a whole. discussion of a particular concept to the class as a whole.


Measurements of SuccessHow can one know if the POGIL method of instruction has How can one know if the POGIL method of instruction has

been successful? There are several quality indicators of been successful? There are several quality indicators of a POGIL session:a POGIL session:

1.1. Learning objectives are met, even if not stated explicitly.Learning objectives are met, even if not stated explicitly.

2.2. There is a learning cycle of exploration, critical thinking, There is a learning cycle of exploration, critical thinking, concept development and application or practice of the concept development and application or practice of the concept.concept.

3.3. Minimal instructor facilitation is needed.Minimal instructor facilitation is needed.

4.4. Students know when to work collaborativelyStudents know when to work collaboratively

5.5. Students are able to use data from which to draw Students are able to use data from which to draw conclusions.conclusions.

6.6. Critical thinking is evident: students interpret, synthesize, Critical thinking is evident: students interpret, synthesize, predict and explain the results of the explorationpredict and explain the results of the exploration


Measurements of success, Cont’d

77. Students make the connection(s) between . Students make the connection(s) between prior knowledge and current (new) prior knowledge and current (new) knowledge.knowledge.

88. Students can apply the new knowledge to . Students can apply the new knowledge to actual laboratory exercises or create a actual laboratory exercises or create a model of the concept.model of the concept.

99. The exercise can be assessed by the . The exercise can be assessed by the students in terms of cognitive concept students in terms of cognitive concept development and group process skills.development and group process skills.

Adapted from www.pogil.org

http://www.pogil.org/


Specific ExamplesSpecific ExamplesChemistry in Society-Chemistry in Society- for non-science majors. for non-science majors. BrainstormingBrainstorming Demographic data evaluationDemographic data evaluation OTC and prescription drug useOTC and prescription drug use Energy conversion efficienciesEnergy conversion efficiencies

Freshman Chemistry labFreshman Chemistry lab Qualitative Analysis Chemical Kinetics


Examples, cont’dExamples, cont’dQuantitative Analysis Acid-base equilibria Titration curves Enzyme systems ISE function Mineral content of foods Final research project


Eight levels of investigationEight levels of investigationWith respect to laboratory exercises, the POGIL method was With respect to laboratory exercises, the POGIL method was

used to help students construct their learning on 8 levels:used to help students construct their learning on 8 levels:

1.1. Historical ContextHistorical Context

2.2. Theoretical ContextTheoretical Context

3.3. Importance of AnalytesImportance of Analytes

4.4. Laboratory aspectsLaboratory aspects

5.5. Mathematical aspectsMathematical aspects

6.6. QA/QC requirementsQA/QC requirements

7.7. Limitations/ interferencesLimitations/ interferences

8.8. Personal applicationsPersonal applications


Summary and Conclusion

POGIL has proven to be very versatile.POGIL has proven to be very versatile. Students enjoy this type of “instruction”.Students enjoy this type of “instruction”. II enjoy the POGIL approach! enjoy the POGIL approach! Student learning and retention increased.Student learning and retention increased. Students take responsibility for their own learning.Students take responsibility for their own learning. POGIL stretched all of our comfort zones!POGIL stretched all of our comfort zones! It takes work to create a meaningful and It takes work to create a meaningful and

successful POGIL unit.successful POGIL unit.


Challenge!!Challenge!!

REMEMBER – Give a person a fish and you REMEMBER – Give a person a fish and you feed them for a day….. But………..feed them for a day….. But………..

TEACH a person to fish and you feed them TEACH a person to fish and you feed them for a lifetime!!for a lifetime!!

Let’s all teach our students to fish the Let’s all teach our students to fish the POGIL way!!POGIL way!!


AcknowledgementsAcknowledgements

Much gratitude is due to……….Much gratitude is due to………. The American Chemical Society for allowing The American Chemical Society for allowing

presentation of this talk.presentation of this talk. Xavier University for allowing me to “experiment” Xavier University for allowing me to “experiment”

with POGIL to the extent I did & providing the with POGIL to the extent I did & providing the resources for me to be here!resources for me to be here!

Rick Moog of F&M for his encouragement.Rick Moog of F&M for his encouragement. My students for being willing to be the “test cases” My students for being willing to be the “test cases”

for POGIL.for POGIL. Thank YouThank You to All of YOU for listening!! to All of YOU for listening!!

Additional experienceAdditional experience

Since 2008, POGIL has been implemented Since 2008, POGIL has been implemented in my principles of Physical Chemistry in my principles of Physical Chemistry course. For each chapter, the students are course. For each chapter, the students are given an actual real-world example to given an actual real-world example to investigate. They work in small groups to investigate. They work in small groups to perform some research on this real-world perform some research on this real-world topic and then attempt to use physical topic and then attempt to use physical chemical principles to explain the chemical principles to explain the phenomenon.phenomenon.


examplesexamples

Some examples:Some examples:– Movement of weather systemsMovement of weather systems– The use of hyperbaric oxygen chambersThe use of hyperbaric oxygen chambers– Fuel efficiency in the internal combustion engineFuel efficiency in the internal combustion engine– Bomb calorimetryBomb calorimetry– The way the body maintains blood oxygen The way the body maintains blood oxygen

levelslevels– How a thermos worksHow a thermos works


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