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Creating a POGIL Exercise
Transcript of Creating a POGIL Exercise
What is POGIL?
Two General Types of POGIL Activities
Four Core Characteristics of POGIL that MUST be present
Learning Cycle Activities
Characteristics that Usually Apply to POGIL Activities
Learners are assigned roles within the groups to encourage development of process skills as communicators, leaders, and team members
The POGIL is intended to introduce
content unfamiliar to learners;
or it's not a POGIL!
Learners work collaboratively, usually in groups of 3 or 4
The activities meet the criteria of a POGIL exercise (www.pogil.org)
POGIL exercise is completed DURING class time with a facilitator present
The predominant mode of instruction is not a lecture
Guide the learner to develop content knowledge through a Learning Cycle of
activities deepen, refine, and/or integrate one or more previously presented concepts through the application of process skills
ALL POGIL Activities
Use a "model" in the form of text, equation, diagram, table, graph, figures
Contain one to three
Have one to two
targeted for learner development
sequence of questions
that clearly guide learners in discovery of a concept
Writing Content Objectives
Statements of what the learner will be able to "do" as a result of completing the activity
An effective POGIL activity can have one major goal or multiple learning goals.
Activities with more than three goals tend to overwhelm students cognitively and take more than 40-50 minutes.
Writing Process Skill Goals
Cognitive and affective processes that students use to acquire, interpret, and apply knowledge.
Include teamwork, time management, info processing, critical thinking, oral and written communication, problem solving, or assessment
Elements of a POGIL Activity
states clearly what students will be learning
Describe the "why" of the POGIL
puts the activity in context for students
Assignments for reading and followup study
Optional to add to student materials
Visually appealing, readily interpretable by students,
appropriate for learning objectives, no distracting information, addresses characteristics explored by the initial questions
Exploration of the model
guided by critical thinking (key) questions
questions build in complexity and sophistication
concept is not explicitly presented but students "discover" it with information provided by observing patterns in the model
usually teacher asks students to "name" what they observe, followed by explanation of term used by teacher
Writing Critical Thinking Questions - the key to a POGIL
Begin with "what" questions
what do you see?
what stands out for you ....
what similarities do you see ....
These evolve into "how" questions
How does this appear to work? How are these organized? How does this resemble? ...
Then, deepen understanding with "Why" questions
Develop at least one process objective