CHED 94 |
| The current POGIL implementation models generally considered vary primarily in the frequency of use of POGIL activities. I believe that there is another way of thinking about POGIL implementations that provides a faculty member with more POGIL phase-in options. A complete POGIL implementation can be divided into three structural elements: - Learning Cycle Based Activities - Designed to help students discover content. - Group work – Introduces the social aspect of learning. - Group Roles – Specially emphasize development of process skills. This presentation will provide some POGIL phase-in models that are based on sequential implementation of the structural elements of the POGIL approach. I believe that the critical factors in devising a new course structure are to: - Teach your personal logic for understanding and applying the content. - Develop specific learning objectives for your course in terms of what students should be able to DO. - Use only teaching approaches that make sense to you. I developed my own POGIL implementation over the last 28 years one element at a time. My particular sequence was first to use learning cycle activities with the class as a whole, I then discovered a small group structure, finally, I came to appreciate the value of enforcing group roles in developing student process skills. Although I followed one sequence, I believe that other sequences are possible depending upon the comfort of the instructor and students. Some possible one, or two element beginning implementations will be described and examples presented. |
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Process-Oriented Guided Inquiry Learning (POGIL)
1:30 PM-4:35 PM, Sunday, March 25, 2007 McCormick Place North -- Room N231, Level 2, Oral
Division of Chemical Education |