Summer 2018 Sample Agenda for 3-Day Workshops

A sample agenda is available for the 2018 summer workshops. This agenda is subject to change.

Draft Agenda for Northeast, North Central, Northwest and Southwest Regions

Activity Writing, Classroom Facilitation, and Lab Tracks available

On Day 1, participants will follow a schedule based on their POGIL experience level. 

  • Those who have never attended a POGIL workshop should attend the Fundamentals of POGIL session.
  • Those who have previously attended a POGIL workshop should attend the Team Formation session, followed by the Inclusive Excellence, Authentic Classroom Experience, or Intro to POGIL Labs session. 

On Days 2 and 3, participants will follow a series of sessions (a track) based on their content area interest: Activity Writing, Classroom Facilitation, or Implementing POGIL in the Lab (where offered).

Session Descriptions & Outcomes:

Click on a session name below for more information

General POGIL Sessions:

Fundamentals of POGIL
Classroom Facilitation: Team Formation and Design
Inclusive Excellence
Authentic Classroom Experience
POGIL Labs: Introduction to POGIL Labs
 

Activity Writing Track Sessions:

  • This track is designed for experienced POGIL practitioners who have been to a 3-day workshop and who want to have a go at writing their own activities.
  • Sessions expand on key elements of writing a POGIL activity -- writing questions that following the learning cycle; developing robust models; incorporating process skills into questions; using POGIL Project rubrics to review and refine your activity.
  • Writing coaches give feedback as you develop your ideas and begin to write/refine your own activity.
Writing POGIL Activities: How Are POGIL Activities Structured?
Writing POGIL Activities: Scaffolding Critical Thinking Questions
Writing POGIL Activities: Developing Robust Models
Writing POGIL Activities: Author Coaching
Assessing POGIL Activities: Providing and Receiving Quality Feedback
 

Classroom Facilitation Track Sessions:

  • This track is designed for those with limited or no POGIL workshop experience. 
  • Sessions provide many strategies to improve your classroom facilitation skills—gather creative reporting out ideas; increase student engagement; help students fulfill their roles.
  • Several opportunities to participate in and observe the recreation of a POGIL classroom are included in these sessions.
  • Participants debrief each classroom simulation, gaining new insights and new strategies to try in their own classroom.
Classroom Facilitation: Modeling A POGIL Classroom
Classroom Facilitation: Introducing Process Skills
Assessing Process through Student Interactions(ELIPSS Project Workshop)
Assessing Process Skills in Student Work (ELIPSS Project Workshop)
Classroom Facilitation: Improving Facilitation Skills​​​​​​Classroom Facilitation: Effective Facilitation Strategies

 

 

Laboratory Track Sessions:

  • This track is designed to increase the collaborative nature of your laboratory course; to build an effective strategy for facilitating and implementing guided inquiry experiments; and to develop experiments that require students to engage in scientific discourse with the data they college.
  • Participants conduct a POGIL experiment from the student’s perspective, learn about facilitating and implementing POGIL experiments in their courses, and write their own laboratory activity following a proven method for successful experiment development.
  • Participants identify the benefits and challenges of using guided inquiry for teaching laboratory classes.
  • Experienced POGIL laboratory instructors guide participants as they begin to write/refine their own laboratory activities.
  • Attending with colleagues or finding collaborators at the workshop is encouraged!
POGIL Labs: Doing a POGIL Experiment
POGIL Labs: The POGIL Laboratory Experience
POGIL Labs: Structure and Facilitation of a POGIL Experiment
POGIL Labs: Implementation & Introduction to Writing a POGIL Laboratory Experiment 
POGIL Labs: Writing a POGIL Experiment: Part One
POGIL Labs: Writing POGIL Experiment: Part Two

2018 Regional Workshop Descriptions 

Fundamentals of POGIL

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:

  • name essential elements of POGIL pedagogy and philosophy
  • list student learning outcomes supported in a POGIL classroom
  • create plans to begin implementation of POGIL in their own classrooms

Classroom Facilitation: Team Formation and Design

This session promotes discussion of issues and potential solutions related to the creation and changing of student teams. This session will work best when there are some people who have experience with the topic so that they can share their experiences and also the issues that they have difficulty with.

After attending this session, participants will be able to:

  • identify characteristics of teams that may be of concern
  • describe approaches to team construction and changing team composition

Inclusive Excellence

There has been much talk in the education community about implicit bias in classrooms. At The POGIL Project, we believe that POGIL pedagogy can improve achievement for ALL students. This session will help you reflect upon your POGIL practice as a classroom facilitator and give you tools to use to counteract implicit bias from yourself and your students.

After attending this session, participants will be able to:

  • have an understanding of implicit bias and its consequences
  • recognize incidents of implicit bias in the POGIL classroom
  • develop strategies for counteracting implicit bias in the classroom

Authentic Classroom Experience

This workshop will provide participants with an opportunity to improve their facilitation skills through participating in, observing, and reflecting on the student experience in a POGIL classroom via a classroom experience as facilitated by a practiced POGIL facilitator.  Participants will fully experience the facilitator's classroom as students or observers and encounter strategies for starting, conducting, and closing class as they establish a successful POGIL learning environment.  The facilitation will then be analyzed with ample opportunity for discussion.

After attending this session, participants will be able to:

  • identify how facilitation impacts the effectiveness of implementing POGIL activities
  • identify different facilitation strategies for opening, conducting, and closing a class session
  • begin to articulate their own facilitation strategies

POGIL Labs: Introduction to POGIL Labs

This session will introduce the basic concepts and principles of the POGIL laboratory. Participants will experience a simulated POGIL laboratory experiment and examine its components and structure.

After attending this session, participants will be able to:

  • articulate the components of a POGIL laboratory experiment and correlate them with the components of the Learning Cycle
  • describe differences between a POGIL laboratory experiment and a traditional laboratory experiment

Classroom Facilitation: Modeling A POGIL Classroom

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:

  • name different components of classroom facilitation
  • explain how the actions of the instructor can promote or inhibit development of student process skills
  • propose facilitation strategies for classroom use

Writing POGIL Activities: How Are POGIL Activities Structured?

This session is an introduction to the essential characteristics and structure of high-quality POGIL activities. After completing this session, participants will be prepared to attend intermediate-level sessions on writing activities.

After attending this session, participants will be able to:

  • identify the basic components of a POGIL activity, such as a model and critical thinking questions    
  • classify questions in an activity according to the following types: directed, convergent, or divergent
  • classify questions in a learning cycle activity according to the following types: exploration, concept invention/term introduction, or application
  • use both the Learning Cycle and question types to critically analyze activity structure and guide construction of quality POGIL activities

Writing POGIL Activities: Scaffolding Critical Thinking Questions

This workshop will provide participants with an opportunity to take the first steps in writing a POGIL activity. In this session, participants will learn the role of learning objectives in class, how to integrate objectives and assessment questions, and how to identify the content needed for students to accomplish the objectives. At the end of the session, participants will have an outline for part of a POGIL activity for their own classroom which they can further develop in later workshop sessions.

After attending this session, participants will be able to:

  • write measurable content and process objectives for a POGIL activity using action verbs
  • identify assessment questions which will measure the success of  a POGIL activity
  • identify prerequisite knowledge that is necessary for a student to successfully complete a particular POGIL activity
  • construct an outline for a POGIL activity

Writing POGIL Activities: Developing Robust Models

In this session, participants will examine the features common to models that are suitably robust for use in POGIL activities, and gain practice developing a robust model that could be used in a POGIL activity in the participant’s classroom.

After attending this session, participants will be able to:

  • identify features common to robust models
  • create a model that is suitably robust for use in a POGIL activity

Writing POGIL Activities: Author Coaching

During the Author Coaching sessions, participants will be able to work on writing activities in whatever fashion is most helpful to them. A room or working area will be made available for participants to work individually on writing POGIL activities. At least one writing consultant, or “coach,” will be available for consultations. These consultants will guide participants in assessing their own activities and provide suggestions for improvement.  If there are participants who have progressed to advanced stages of authoring, the consultant may introduce (individually or in small groups).

  • the content and process rubrics that are available to be used to assess the quality of a POGIL activity
  • the procedure by which authors may submit activities to The POGIL Project for feedback
  • the author submission forms, and the procedure by which authors may submit a collection of activities for endorsement by The POGIL Project

After attending this session, both new and experienced participants will have time to write their own activities and actively participate in discussions about these activities with writing coaches or other authors, if they choose.

Assessing POGIL Activities: Providing and Receiving Quality Feedback

In this session, participants will be introduced to the content an process rubrics to assess POGIL learning cycle activities. The rubrics are yet another tool for activity authors, helping them keep in mind the major characteristics of a POGIL activity. Participants will review submitted activities, compare their reviews with others, and work to achieve consensus. Participants will also learn about the POGIL collection endorsement process and how it differs from the authors feedback process. 

After attending this session, participants will be able to:

  • complete a set of rubrics to assess one or more POGIL activities
  • use rubrics to guide their own activity writing process
  • explain the use of materials associated with activity submission

Classroom Facilitation: Introducing Process Skills

In this session, intermediate and advanced POGIL classroom facilitators will have an opportunity to experience and consider effective tools for improving students' process skills. Time will be provided for participants to share their own best practices.

After attending this session, participants will be able to:

  • identify methods to raise students' buy-in for the use of process skills
  • implement strategies to teach students to use process skills
  • enable students to reflect on their group's use of process skills

Assessing Process Skills through Student Interactions (ELIPSS Project Workshop 2)

In this session, participants will consider how professional skills (teamwork, communication, and critical thinking) can be enhanced when assessment and feedback on the development of these skills are provided. One way these skills are developed in active learning environments is through student-student interactions. Monitoring these interactions provides a means to incorporate the assessment of process skills into regular classroom practice.

In this session, participants will:

  • explore process skills and behaviors that provide evidence for them
  • identify process skills within the context of an activity
  • gain experience using rubrics to assess process skills
  • identify methods to raise students' buy-in for the use of process skills
  • implement strategies to teach students to use process skills
  • enable students to reflect on their group's use of process skills

 

In this session, participants will have the opportunity to explore and use rubrics for process skills in student written work. An activity and actual student written work will be assessed using the rubrics. The activity chosen allows participants to use the rubrics without much barrier of content knowledge.

In this session, participants will:

  • explore process skills and characteristics of student written work that provide evidence for them
  • identify process skills within the context of an activity
  • gain experience using rubrics to assess proces skills in student work
  • Classroom Facilitation: Improving Facilitation Skills

This workshop will provide participants with an opportunity to improve their facilitation skills through facilitating, observing, and/or reflecting on the student experience in a POGIL classroom. In this session, a sub-set of participants will each facilitate an activity of their choice.  All participants will have the opportunity to serve as an observer and a student during the session.

After attending this session, participants will be able to:

  • identify how different facilitation strategies impact the effectiveness of implementing POGIL activities
  • describe how different perspectives of a classroom (i.e. student, observer, and facilitator) provide different insights into the learning process
  • explain successful facilitation techniques based on hands-on observation

Classroom Facilitation: Effective Facilitation Strategies

Effective facilitation requires attention to what is going on in the classroom as well as a set of strategies one can use to respond to a variety of classroom situations.  This workshop will help participants consider various situations that can impact effectiveness of responses within the classroom, including: disparities in student pacing, dysfunctional student dynamics, and other barriers to student learning in the classroom.   

After attending this session, participants will be able to:

  • identify constructive facilitation strategies to ensure the classroom provides an effective learning environment for students
  • explain facilitation practices that are useful when responding to specific disparities and barriers in a POGIL classroom

POGIL Labs: Doing a POGIL Experiment

Participants begin the lab track by experiencing an actual POGIL laboratory experiment from the perspective of a student. The experiment can be used at the introductory or more advanced courses in physical science, and includes an emphasis on developing questions and experimental methods. 

In this session, participants will:

  • take on the role of a student performing a POGIL laboratory experiment
  • devise an experimental plan for measuring the rate of a physiochemical process
  • describe the rate of the process phenomenologically

POGIL Labs: The POGIL Laboratory Experience

This session explores the concepts and principles of the POGIL laboratory experience. Participants will examine the components and structure of the experiment, compare them with the traditional laboratory experience, and correlate them to the Learning Cycle.

After attending this session, participants will be able to:

  • describe the differences between a POGIL laboratory experiment and a traditional laboratory experiment
  • articulate the components of a POGIL laboratory experiment and correlate them with the components of the Learning Cycle
  • identify elements that make up a POGIL experiment

POGIL Labs: Structure and Facilitation of a POGIL Experiment

This session focuses on the challenges of implementing and facilitating a POGIL experiment with students.

After attending this session, participants will be able to:

  • describe how the facilitating a POGIL experiment differs from facilitating a traditional laboratory experiment
  • explore strategies for successfully facilitating POGIL experiments
  • discuss how to introduce and implement a POGIL experiment in an existing lab course
  •  
  • develop ideas for addressing challenges that may arise in implementing POGIL experiments

POGIL Labs: Implementation & Introduction to Writing a POGIL Experiment

This session explores the structure of a POGIL laboratory experiment in greater depth. Participants will work through the key elements of POGIL experiment, including the importance of an Instructor's Handbook. This session also introduces the POGIL experiment screening rubric, which can assist faculty in designing their own experiments. 

After attending this session, participants will be able to:

  • characterize the elements a POGIL experiment
  • recognize the essential needs of an Experiment handbook
  • develop appropriate questioning in a POGIL experiment
  • develop the challenges to developing and implementing a POGIL experiment
  • brainstorm ways to introduce a “data-think” cycle into an experiment 
  • write several pre-experiment and thinking about the data questions

POGIL Labs: Writing a POGIL Experiment: Part One

This session will scaffold how to write, test, and implement a POGIL experiment using a PhET simulation.

After attending both parts of this session, participants will be able to:

  • identify an experiment that could be re-cast as guided inquiry, and develop a set of content and process objectives for this experiment
  • write parts of a rough draft of an experiment that students would use in at least two learning cycles
  • identify the challenges specific related to writing a guided inquiry experiment, and suggest ways to meet those challenges

POGIL Labs: Writing a POGIL Experiment: Part Two

In this session, participants will begin to write their own POGIL experiments. Participants are encouraged to bring their own ideas for an experiment they want to transform from traditional to POGIL. Working with a team is strongly encouraged.

After attending both parts of this session, participants will be able to: 

  • identify an experiment that could be re-cast as guided inquiry, and develop a set of content and process objectives for this experiment
  • write parts of a rough draft of an experiment that students would use in at least two learning cycles
  • identify the challenges specific related to writing a guided inquiry experiment, and suggest ways to meet those challenges