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:
This session promotes discussion of strategies for creating effective student teams, as well as the issue of if, when, and how to change teams. This session works by drawing upon the variety of experiences that those using the POGIL pedagogy (and other approaches) have with team formation.
After attending this session, participants will be able to:
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 session 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:
This session is an introduction to the essential characteristics and structure of high-quality POGIL activities. Participants will collect tools to help them create cohesive, quality acitivites. 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:
This session introduces participants to the basic concepts and principles of a POGIL laboratory experience. Participants will complete an abbrevitated POGIL experiement. The criteria for a POGIL laboratory experiment will introduced, and participants will examine the components and structure of the model experiment and compare them to other laboratory experiences. Please note that this session is optional for those who plan on attending the POGIL Lab Track.
After attending this session, participants will be able to:
In this session, participants will consider what foundational steps to take before writing a POGIL activity, such as developing quality learning objectives, and matching them to assessment questions.
After attending this session, participants will be able to:
Robust models are the heart of any POGIL activity. In this session, participants will consider the features of a robust model including how to avoid implicit bias.
After attending this session, participants will be able to:
Practice all you have learned about writing a POGIL activity with this guided session. Choose your own topic and produce a first draft of an activity.
After attending this session, participants will be able to:
Process Skill development can occur through the facilitation of a POGIL activity and by embedding questions that target a process skill within an activity. In this session, you will explore several ways to focus students on their process skill development.
After attending this session, participants will be able to:
During this double session, participants will learn more about the POGIL Activity Clearinghouse (PAC) and work through the Collaborative Feedback Training that is required to become a member of the PAC.
After attending this session, participants will be able to:
In this session, participants will examine the seven process skills in a variety of contexts. Participants will acquire several effective tools for introducing process skills to students and facilitating student reflection on process skills.
After attending this session, participants will be able to:
In this session, participants will consider how process skill development can be enhanced during collaborative learning when assessment and feedback are provided. One way in which particular process 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.
After attending this session, participants will be able to:
This session 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:
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 session 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:
While there are characteristics of a POGIL classroom that are common, instructors have serveral choices when it comes to the facilitation of activities. In this session, participants will explore a wide variety of roles, report-out strategies, introductory activities, assessment rubrics, and pacing techniques.
After attending this session, participants will be able to:
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.
After attending this session, participants will be able to:
In this session, participants will finish the experiment from the previous session and then begin the process of deconstructing 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:
Implementing POGIL labs into a course comes with challenges related to student expectations and organization. This session will continue to deconstruct the POGIL laboratory experiment, looking at how the experience was facilitated and what challenges may arise.
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 instructors in designing their own experiments.
After attending this session, participants will be able to:
During the Part One and Part Two sessions, participants will begin to write their own POGIL experiment. Participants are encouraged to bring their own ideas for an experiment that they want to transform from traditional to POGIL. Working as a team is strongly recommended.
After attending both parts of this session, participants will be able to: