This session is designed for those with limited or no previous exposure to POGIL. Participants will have the opportunity to engage in POGIL activities, observe facilitation strategies firsthand, learn about POGIL classroom implementation, and discuss common barriers to implementation. After attending this session, participants will be able to: (1) name essential elements of POGIL pedagogy and philosophy, (2) list student learning outcomes supported in a POGIL classroom, and (3) create plans to begin implementation of POGIL in their own classrooms.
This session is designed for high school teachers with limited or no previous exposure to POGIL. With a focus on high school classrooms, participants will have the opportunity to engage in POGIL activities, observe facilitation strategies firsthand, learn about POGIL classroom implementation, and discuss common barriers to implementation. After attending this session, participants will be able to: (1) name essential elements of POGIL pedagogy and philosophy, (2) list student learning outcomes supported in a POGIL classroom, and (3) create plans to begin implementation of POGIL in their own classrooms.
Process Oriented Guided Inquiry Learning (POGIL) activities have been used in a large number of general and introductory chemistry courses. While the activities themselves are designed to engage students in the learning process, sometimes the activity content does not engage the students. We have written a set of classroom POGIL activities that use climate change concepts to teach fundamental chemistry content. Another unique aspect of these activities is the incorporation of socioscientific models and questions, which are designed to encourage data-driven discussions of non-scientific content. Participants in this workshop will have the opportunity to work through a sample activity. Time will be spent highlighting the range of chemistry content covered in this set of activities and discussing how these activities might be incorporated into a general chemistry curriculum.
The NSF-funded POGIL-PCL project implements the principles of Process Oriented Guided Inquiry Learning (POGIL) in order to improve student learning in the physical chemistry laboratory (PCL) course. Tested POGIL principles are being used to develop inquiry-based physical chemistry experiments that emphasize macroscopic and molecular models of chemical phenomena. The goal of the POGIL-PCL project is to make available a wide range of physical chemistry experiments with training materials and practitioner support so that instructors may assess their needs and resources and choose from a variety of turn-key experiments that best enhance their students' learning. This workshop will introduce the structure of a POGIL physical chemistry experiment through a classroom-tested, hands-on example, providing participants with both the POGIL-PCL experience from the student perspective and an illustration of what makes an effective guided inquiry experiment. Workshop participants will have the opportunity to discuss how to use the POGIL-PCL principles to write new experiments, how to convert existing physical chemistry experiments, and how to participate further in the POGIL-PCL project.
This session will introduce the basic concepts and principles of the POGIL laboratory. Participants will experience a simulated POGIL laboratory experience and examine its components and structure. The criteria for a POGIL laboratory experiment will be introduced and applied to the written description of an experiment. After attending this session, participants will be able to: (1) articulate the components of a POGIL laboratory experiment and correlate them with the components of the Learning Cycle, (2) describe several differences between a POGIL laboratory experiment and a traditional laboratory experiment, and (3) determine the extent to which an experiment meets the POGIL laboratory criteria.
This session will focus on the basics of using the OPTIC (Observation Protocol for Teaching in Interactive Classrooms) tool, which is a whole classroom observation instrument, developed for use in interactive classrooms, such as a POGIL classroom. OPTIC is an observation tool for: 1) the coaching and mentoring of learner-centered practitioners who use collaborative small groups, 2) experienced practitioners to obtain feedback on their facilitating, 3) administrators to aid in the evaluation of faculty who participate in learner-centered collaborative teaching styles, and 4) the documentation of collaborative small-group learning in a learner-centered classroom. By the end of this session, participants will be able to i) obtain an introduction to coding with the OPTIC tool ii)examine and interpret the meanings of the OPTIC Facilitator Actions Codes and the Interactions in the Classroom Codes iii)use the OPTIC tool while watching a video of a POGIL classroom and iv) consider the use of a pre/post observation discussion tool.
In this session, participants will explore an active learning strategy known as the Science Writing Heuristic. Features of SWH including beginning questions, procedures and results, and claims and evidence will be demonstrated through a lab simulation experience. After attending this session, participants will be able to: (1) articulate the components of an SWH laboratory experiment, (2) describe methods for soliciting and facilitating the generation of beginning questions, (3) show students how to derive evidence-based claims that are drawn from the actual data collected in lab, (4) articulate the structure of the SWH laboratory experience and contrast it with the laboratory report format.
This session is an introduction to the essential characteristics and structure of high-quality POGIL activities. Participants will also examine the value of developing content and process objectives for POGIL activities, and create a draft or outline of an activity based on these learning objectives. After attending this session, participants will be able to: (1) identify the basic components of a POGIL activity, such as a model and critical thinking questions, (2) classify questions in an activity according to the following types: directed, convergent, or divergent, (3) classify questions in a learning cycle activity according to the following types: exploration, concept invention/term introduction, or application, (4) use both the Learning Cycle and question types to critically analyze activity structure and guide construction of quality POGIL activities, and (5) write, or begin to write, a POGIL activity focused on specific learning objectives.
The POGIL Activity Clearinghouse (PAC) contains student-centered instructional activities at various stages of development centered on the Process Oriented Guided Inquiry Learning (POGIL) pedagogy. The purpose of this site is to facilitate the collaboration, peer review, and classroom testing stages associated with creating high-quality materials meeting the standards approved by The POGIL Project. This workshop is for anyone who has attended (at a minimum) a half-day Fundamentals of POGIL Workshop and who wishes to gain access to the PAC to obtain feedback on POGIL activities they have written and/or to give feedback to authors writing new POGIL activities. Previous participation in writing training workshops will also be helpful.
In this Collaborative Feedback Training (CFT) session, we will briefly review best practices for writing POGIL activities (activity structure, robust models, learning objectives, etc.) Participants will then be calibrated as feedback reviewers, accessing a draft POGIL activity via the PAC, and using POGIL rubrics to assess the draft activity. They will then share their responses in teams of 3-4, working toward achieving consensus on how best to apply the rubrics. We will also highlight common issues found in draft activities and how feedback can help authors to address these issues. Completion of a CFT session is a prerequisite for obtaining a login and registration for the PAC.
Following BCCE, participants will be given the opportunity (if they so choose) to participate in a Collaborative Peer Feedback process. In CPF, authors upload their draft activity to the PAC. A facilitated Zoom conference is then scheduled, allowing participants to give and receive feedback to each other on the activities they submitted. This CPF session must be completed for an author’s first submission to the PAC.
ChemCompute.org is a free website dedicated to providing computational chemistry resources to undergraduates. ChemCompute promotes equity by ensuring all students have access to high quality computational packages without the need to purchase licenses or computing hardware. All jobs on ChemCompute are run for free through the XSEDE supercomputer network.
This workshop will focus on training faculty to use the ChemCompute site so that they can assign it in their classes. Instructions for several computational labs for General Chemistry, Organic, and Physical Chemistry are available on ChemCompute, but this workshop will focus on working through a P-Chem lab in cooperation with the POGIL-PCL group. After this workshop faculty will be able to perform a variety of common quantum / electronic structure calculations: geometry optimization, display of molecular orbitals, calculation of thermodynamic properties, and visualization of normal vibrational modes. Faculty will also learn about the POGIL-PCL group and methodology. It is hoped that faculty are able to design new computational labs to share back.
Faculty should bring a laptop and create a free account on ChemCompute.org.
There is no single way to implement POGIL -- each time there are unique characteristics that can influence how particular goals are achieved. Facilitating a POGIL classroom effectively involves more than student groups and collaborative activities; it requires careful planning and effective classroom management through reflective facilitation techniques. This workshop is designed to provide participants with an introduction to facilitating POGIL activities. Through this experience, participants will reflect on how facilitation can enhance or interfere with student learning, as well as how facilitation strategies can be critical in the development of student process skills. After attending this session, participants will be able to: (1) name different components of classroom facilitation, (2) explain how the actions of the instructor can promote or inhibit development of student process skills, and (3) propose facilitation strategies for classroom use.