Chemistry 211 Fall 2011What is POGIL?Adapted from an activity developed by Andrei Straumanis & Elizabeth ManciniManager:Have the Strategy Analyst read aloud to your group, the Introduction, Learning Goals and Group Member Roles up to Model 1.Then manage the group discussion of questions 1-3, step by step allowing the group to agree on a response before moving on.Introduction:Process Oriented Guided Inquiry Learning (POGIL) is a method of instruction designed to increase student engagement and student learning. Studentswork in small groups on specially designed activities, and the instructor serves as facilitator. Everyone in the class (including the instructor) has animportant role.Learning Goals:1. To define the duties of the various possible roles used in POGIL groups.2. To identify the goals of the POGIL teaching approach.3. To connect the goals of the POGIL teaching approach to knowledge and skills needed for success in a scientific career.Group Member RolesThe names of several roles that may be used in POGIL group activities are listed in Figure 1. Each student is assigned at least one role. Whennecessary, a second role may be assigned to some students.Model 1Figure 1: Potential Group Member Roles for POGIL ActivitiesMANAGER PRESENTER RECORDER REFLECTOR STRATEGY ANALYST/READER FACILITATOR1. Working as a group, decide which role is most likely to be responsible for each action. Enter Man, Pre, Rec, Ref, SAR or Fac for each.a. for reading each question in the activity out loud so everyone in the group stays together for the activity?b. for leading the group, ensuring that everyone is fulfilling their roles, that assigned tasks are being accomplished and thatall members of the group are participating in the activity? This is the only person who may ask questions of the facilitator?c. for reporting to the facilitator and the rest of the class when asked?d. for writing down important concepts for submission to the facilitator and ensuring that therest of the group is completing the answers on their activity sheets?e. for giving the feedback to the group about how well they are doing during the activity – inanswering the questions, working as a group and developing important concepts.f. for analyzing the logic of the activity to identify the process skills used in the activity and help thegroup identify how the activity guides them to develop concepts?g. for coordinating the entire activity, ensuring that all groups are on task and understanding the activity? Who will this person always be?2. What might be accomplished by specifying that only the manager can ask questions of the facilitator?3. Describe at least one way assigned roles might enhance use of a POGIL activity?
Fall 2011 What Is POGIL? 2Manager:Complete steps 6-11 on the “Instructions to Manager” sheet and continue the activity.Course PreparationWith your group, discuss 5-10 things you focus on to be successful in a science course. Record your group’s top 5.Employment CriteriaEmployers are usually looking for particular characteristics in their new employees.1. With your group, discuss 5-10 qualities/characteristics that you think an employer might look for in a prospective employee for a researchposition in a chemical lab. Record your group’s top 5. (The presenter should be prepared to report to the whole class when instructed to do so bythe facilitator.)2. Record any new qualities/characteristics that come from the class discussion.3. As a Group, consider both your Course Preparation list, and your total Employment Criteria list in 1. & 2. of this section. Mark each item onthese lists as being more “content related” (C) or “skill related” (S).
Fall 2011 What Is POGIL? 3Job Skill SurveyModel 2Figure 2: TOP 10 PERSONAL QUALITIES/SKILLS EMPLOYERS SEEK 1Communication skills (verbal and written)Teamwork skills (works well with others)Honesty/integrityInterpersonal skills (relates well to others)Motivation/InitiativeStrong work ethicComputer skillsAnalytical skillsFlexibility/adaptabilityDetail-oriented1NACE (National Association of Colleges and Employers) Job Outlook 2007 survey.1. Mark each item in Figure 2 with a C or S, as described in Employment Criteria 3 (on p. 3).2. Compare your total list from Employment Criteria 1 & 2 with the list in Figure 2. Indicate the items that appear on both lists by placing acheckmark (√) next to the items in Figure 2.3. How many of the items checked in Figure 2 appear on your Course Preparation List from page 2? Mark them with an “x” in Figure 2.Model 3Table 1: POGIL’s Targeted Process Skill AreasProcess Skill AreaInformation ProcessingDefinitionCritical & Analytical ThinkingProblem SolvingOral & WrittenCommunicationTeamworkAssessment & Self-assessment4. Do your best to complete Table 1 in Model 3 by generating a definition for each term. Your presenter should be prepared to report some of yourdefinitions to the whole class.5. Which of POGIL’s targeted process skills correspond to the NACE Survey items in Figure 2? Circle them in Figure 2.
Fall 2011 What Is POGIL? 4Content Self AssessmentDuring a new experience it is valuable to reflect back on the key points you have learned.Individually, consider the activities that you just completed. For each of the sections listed below, summarize what you believe to be the mostimportant points of that section of the activity and write down any questions you have about them.Group Member RolesCourse Preparation/Employment Criteria/ Job Skill SurveyReflector’s Report DiscussionAs a group, briefly discuss your individual responses to the Content Self Assessment. Summarize your Group’s conclusions below.Strategy Analyst’s Report DiscussionAs a group, analyze the sequence of the models and questions in this activity. Note how the logic outlined in the activity helped your group reach theconclusions summarized in the Reflector’s Report Discussion. Summarize your Group’s conclusions below.
Fall 2011 What Is POGIL? 5Out of Class Group Process Self AssessmentOne of the process skill goals of POGIL activities is Assessment. The Strategy Analyst’s and Reflector’s Report discussions focused on groupassessment. This section provides you with an opportunity to assess your own contributions to your group’s success.1. All four boxes in a given row of Table 2 focus on one type of group participation. In the first column of each row in the table, write a word orphrase that summarizes the focus of that row.Model 4Table 2: Self-Assessment RubricDescriptor Excellent (4) Good (3) Fair (2) Poor (1)Lead and share the leadwithout dominatingLead but dominate a bit Follow but never lead Actively resist group goalsActively pace the group soeveryone is on the samequestion & finishes on timeAware of time issues butdon’t actively work to keepthe group together & onpaceDon’ t think much aboutgroup progress or timingWaste lots of group time,fall behind, or work aheadStay on task and keep otherson taskKeep self on taskSometimes get group offtaskOften get group off taskActively create environmentwhere everyone feelscomfortable participatingTry to engage others in ahelpful and friendly wayRarely initiate interactions,but respond in a friendlyway when others initiateObserve silently, and offerlittle when others try toengage youExpress disagreementdirectly and constructivelyUsually expressdisagreement directlyAvoid confrontation evenwhen angry or frustratedLet negative emotions get inthe way of group goalsEnthusiastic and positive Moderately enthusiastic Show little enthusiasm Negative or unenthusiasticAlways come prepared Usually prepared Occasionally unprepared Usually unprepared2. For each row in the table, circle the statement that best describes YOU in terms of participation in your group during this activity. (This selfassessmentcan remain anonymous, and will not be collected.)3. Calculate a “participation score.” Give yourself 1 point for an item in the Poor column, 2 points for an item in the Fair column, etc., and add upall your points.