Welcome! Please sit in groups of

three or four, with people you do not know and make the groups as

heterogeneous as possible.

Introduction to POGIL: the Fundamentals

STEP UP Workshop

Catherine Bénéteau University of South Florida

April 5, 2014

What is Peer Leading at USF?

• Students in Calculus I (Life Sciences and Engineering) have 1 hour a week in which they work in groups on guided inquiry activities.

• Facilitated by 1 or 2 undergraduates, who are trained weekly by a faculty member and graduate students.

• Goal of the activities is to introduce calculus concepts. • Structure of the activities is based on the POGIL (Process Oriented

Guided Inquiry) classroom strategy, which originated in chemistry departments in the 1990s, funded by NSF in a series of grants.

• The POGIL Project became a non profit organization in 2010 whose mission is to connect and support educators from all disciplines interested in implementing, improving, and studying student-centered pedagogies and learning environments.

Objectives and Outcomes for this session

This session is designed for those with limited or no previous exposure to POGIL. Participants will:

• Engage in POGIL activities

• Observe facilitation strategies

• Learn about POGIL implementation at other schools

• Discuss common barriers to implementation

After attending this session, participants will be able to:

• Name crucial elements of POGIL pedagogy and philosophy

• List desirable student learning outcomes from a POGIL classroom

• Create strategies to begin implementing POGIL in their classrooms

Getting Started

Managers • Read and carry out the “Instructions to

Managers” found in the red folder

A POGIL Classroom Experience

“Clicker” Question

Assume that in Model 2 the Pension Fund purchases insurance for $2 billion/year from Bank B. In this case, how much profit or loss will the pension fund have made at the end of five years, assuming that Bank A fulfills its obligation? 1. $10 billion profit 2. $5 billion profit 3. $2.5 billion profit 4. $0 profit 5. $10 billion loss

Assume that in Model 2 the Pension Fund purchases insurance for $2 billion/year from Bank B. In this case, how much profit or loss will the pension fund have made at the end of five years, assuming that Bank A fulfills its obligation? 1. $10 billion profit 2. $5 billion profit 3. $2.5 billion profit 4. $0 profit 5. $10 billion loss

“Clicker” Question

Incorporate reporting out of answers in a POGIL classroom.

Whole Class Discussion

Reflectors, report to your group: • One strength of the group

and why that is an important characteristic for an effective group

• One area of improvement for the group and a suggestion of how that improvement can be made

(2 minutes total)

Reflector’s Report

Any volunteers willing to share your Reflector’s Report with the workshop participants?

Sharing Your Reflector’s Report

Student Outcomes

Other than content knowledge, what might your students gain from this type of learning environment?

• Individually: 1 minute • Group: 3 minutes • Presenters report out

What is POGIL?

What is POGIL?

Process Skills

• Information Processing • Critical Thinking • Problem Solving • Communication • Teamwork • Management • Assessment

What is POGIL?

Learning Cycle Activities

What is POGIL?

X Events Observations Instructions

Perception

Filter

Working Memory

Long- Term

Memory

Storing

Retrieving

Previous knowledge Biases Preferences Likes Misconceptions Dislikes

Instructor Students

Johnstone, A.H. (1997). Chemistry Teaching- Science or Alchemy? Journal of Chemical Education, 74, 262–268. Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2008). Cognitive Neuroscience:

The Biology of the Mind (3rd ed.). New York: W. W. Norton & Company.

Information Processing Model

Constructivist Model of Learning

• “Learning is not the transfer of material from the head of

the teacher to the head of the learner intact, (but) the

reconstruction of material in the mind of the learner.”

• “It is an idiosyncratic reconstruction of what the

learner…thinks she understands, tempered by existing

knowledge, beliefs, biases, and misunderstandings.” Johnstone, A.H. (1997). Chemistry Teaching—Science or Alchemy? J. Chem. Educ., 74, 262–268.

Guided Inquiry Approach

• Students work in groups

• Students construct knowledge

• Activities use Learning Cycle paradigm

• Students teach, discuss, and learn from other students

• Instructors facilitate learning

Compare and Contrast

• Many of the goals of POGIL are the same as those of other “active learning” strategies: conceptual understanding, critical thinking, ability to model with a real-world example, students owning their knowledge.

• POGIL activities are geared to enter at the beginning of the learning cycle (development of concepts); many Calculus reform activities impact the end of the learning cycle (applications of concepts).

• POGIL vs. Moore Method: Guided Inquiry vs. Pure Inquiry.

Meta Activities

• Meta-Activity: Process Skills (8 min)

• Complete page 1 and wait for your assignment for Model 2

• Report out

Meta Activities

The development of Process Skills is facilitated by the instructor in the classroom. • Complete Meta Activity: Classroom Facilitation

(6 min) • Report out

Analysis of Student Outcomes

Data on the use of POGIL in a variety of academic settings

General Chemistry at Franklin & Marshall College

• “Lecture”: F1990–S1994: n = 420

• POGIL: F1994–S1998: n = 485

• Sections of ~24 students

• Same instructors

• Compare course grades (ABC’s vs. DFW’s)

General Chemistry at Franklin & Marshall College

Data from classrooms of Moog, Farrell, and Spencer

Farrell, J.J., Moog, R.S., & Spencer, J.N. (1999). A Guided Inquiry Chemistry Course. J. Chem. Educ., 76, 570–574.

Organic Chemistry at a Regional Liberal Arts

College

• Two sections: one lecture style, one POGIL; taught at the same time

• Students randomly placed in sections

• Common exams prepared and graded by both instructors

• Compare course grades (ABC’s vs. DFW’s)

Organic Chemistry at Regional

Liberal Arts College

Randomized enrollment, different instructors, single exam

given concurrently, prepared and graded by both instructors

Organic 1 at a Large Public University

• Two sections: one lecture, one POGIL; taught at the same time

• Students randomly placed in sections

• Compare withdrawal rate and common exam scores

• Final exam created solely by lecture instructor and administered to both groups

Organic 1

at a Large Public University

Withdrawals & Common Final Exam Scores, Fall 2000

Assessment Pre-Quiz for Organic 2

• Large public university

• Classes of about 250

• Unannounced quiz given on first day of Organic 2 (written by non-POGIL instructor)

• Students had taken Organic 1

• With lecture (two different instructors)

• With POGIL

Retention of Learning

Organic 2 Pre-quiz Results (Lecture vs. POGIL Organic 1)

Ruder, S.M., & Hunnicutt, S.S. (2008). POGIL in Chemistry Courses at a Large Urban University: A Case Study. In R.S. Moog, & J.N. Spencer (Eds.), Process-Oriented Guided Inquiry Learning: ACS Symposium Series 994 (pp. 133–147). Washington, D.C.: American Chemical Society.

Guided Inquiry

POGIL—Organic 2 at a Tier 1 Midwest Liberal Arts College

Comparison of grades in a single section of Organic 2 taught with lecture style • Some students took POGIL Organic 1 • Some students took lecture Organic 1 • Some students from each cohort did not enroll in

Organic 2 • Compare grade distributions

Is Guided Inquiry Organic 1 Preparation for Organic 2 Lecture? Grade in Organic 2, Winter Quarter

Undergraduate Biomechanics

• Upper division Biomechanics (in Kinesiology Dept.)

• Large diversity of STEM preparation • Comparison of quizzes/tests and grades for

lecture and POGIL • Same instructor

POGIL in Kinesiology Boise State University

0%10%20%30%40%50%60%70%80%90%

Quiz Tests Course

Mea

n %

ear

ned

Comparison of assessments for traditional (n = 52) and POGIL (n = 64) instructional

methods.

Traditional

POGIL

40.6

34.4

18.6

3.1 1.6

Percent of students earning a particular letter grade using POGIL instruction (n = 64).

B

A C

30.8

21.2

36.5

9.6 1.9

Percent of students earning a particular letter grade using traditional lecture

instruction (n = 52).

A B C D F

B

A C

S.R. Simonson & S. E. Shadle (2013) Implementing process oriented guided inquiry learning (POGIL) in undergraduate biomechanics: lessons learned by a novice, J. STEM Educ. in press.

USF DATA 2003 - 2012

Studied grade/retention data for 3 groups: • Historical (Spring 2003 – Fall 2008)

• Concurrent (Fall 2009 – Spring 2012)

• Peer Led Guided Inquiry (PLGI)

(Fall 2009 – Spring 2012)

SAT Scores for students in the 3 groups

555 561 564 556 551 551

300

350

400

450

500

550

600

650

700

750

800

Life sciences Calculus Engineering Calculus

PLGI Concurrent

Historical

Pass Rates for Calculus I USF

68.0

63.1 59.8 59.1

50.0

44.9

0%

10%

20%

30%

40%

50%

60%

70%

80%

Life sciences Calculus I Engineering Calculus I

Pass Rate

PLGI Concurrent

Historical

Withdrawal Rates for Calculus I - USF

15.1 12.8

16.1 17.4

25.9 26.5

0%

10%

20%

30%

40%

50%

60%

70%

80%

Life sciences Calculus I Engineering Calculus I

Withdrawal Rate

PLGI Concurrent

Historical

Pass Rates by Race LS Calc

74.6

56.1

68.9 67.8 66.3

47.4

58.1

69.2

56.7

39.6

50.9 51.6

30%

40%

50%

60%

70%

80%

90%

Asia Black White Hispanic

Pass rate

PLGI Concurrent

Historical

Pass Rates by Race Engineering Calc 1

64.2

54.6

64.0

61.1

72.6

37.0

59.4

53.2 55.2

28.7

45.4 46.8

20%

30%

40%

50%

60%

70%

80%

90%

Asia Black White Hispanic

Pass rate

PLGI Concurrent

Historical

Pass Rates by Sex Calculus I

68.3 67.7

14.3 16.0

62.3

56.7

14.1 18.8

51.2 48.2

23.7

29.4

0%

10%

20%

30%

40%

50%

60%

70%

80%

F M F M

Pass rate Withdrawal rate

PLGI Concurrent

Historical

Persistence Rates Follow up courses

Group Entered

2281 Entered

3443 Pass 3443

Pass %

Enter 2283

Pass 2283

Pass %

Before PL: S03-

S08 3378 721 658 19.5 807 707 20.9

During PL:

F08-S11 1928 621 577 29.9 651 598 31.0

Ongoing goals for Data Analysis at USF

• Continue to collect and examine grade and retention data as time goes on

• Gather more follow-up course data as students progress through their programs

• Gather graduation data as students start graduating

• Study student learning of mathematics concepts

Questions?

• Take one minute to write down any questions that you have.

• As a group, take three minutes to discuss your questions and come up with a list of up to three questions you would like to ask, and rank in order of importance.