Introduction to Writing POGIL
Learning Cycle Activities
• Pat Ligon Broughton HS
•
•
•
•
•
pligon@wcpss.net or pligon@nc.rr.com
Pat Ligon’s website:
http://pligon.scribnotes.com/
Sharon Winzeler
swinzel@ncsu.edu
• POGIL.org
• February 22, 2014
Goals of this workshop
Write a Learning Cycle Activity
• 1. Write 1-3 Quality Learning Objectives for
your curriculum concept
• 2.Use a Model to develop your curriculum
concept
• 3. Use the Learning Cycle to write questions
– 1. Explore the model
– 2. Develop concept
– 3. Application
– Repeat for each Concept Learning
Future Goals
for learning about POGIL
• 1. Develop Robust Models
• 2. Learn more about classroom facilitation
• 3. Use the Learning Cycle to write more
questions
– 1. Explore the model
– 2. Develop concept
– 3. Application
Learning Cycle Activities
What is POGIL?
Constructivist Model of Learning
• “Learning is not the transfer of material from the head of
the teacher to the head of the learner intact, (but) the
reconstruction of material in the mind of the learner.”
• “It is an idiosyncratic reconstruction of what the
learner…thinks she understands, tempered by existing
knowledge, beliefs, biases, and misunderstandings.”
•
•
Johnstone, A.H. (1997). Chemistry Teaching—Science or Alchemy? J. Chem. Educ., 74, 262–268.
Information Processing Model
Johnstone, A.H. (1997). Chemistry Teaching- Science or Alchemy? J. Chem. Educ., 74, 262–268.
Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2008). Cognitive Neuroscience: The Biology of the
Mind (3rd ed.). New York: W. W. Norton & Company.
Models
• One Model is used for each learning objective
• Models can be:
– Pictures
– Maps
– Graphs
– Data tables
– Images that represent the objective
Explore the Structure of a POGIL
Activity By Mapping Questions
Instructions:
As a group, you have completed the “DNA Structure” activity,
your group will map the questions in the activity by
identifying which questions are EIA.
Before identifying the question types, you will see examples of
what these types of questions are:
• 1. Exploratory - explore the model
• 2. Concept Invention – develop a concept
• 3. Application – apply the concept
#1 Exploratory Questions
What are the three different units of length used
in the Model?
What type of bacteria is found on this plate?
Where on the map in Model 1 is Rome?
What is the area of a circle with a radius of 3.5 cm?
#2 Concept Development Questions
• Convergent – Concept Development
• Which molecule in the list would you predict
to have the highest boiling point?
• What evidence do you have to support your
conclusion?
• What is the mathematical relationship
represented by the data points on the graph?
• What happened in Rome in 17__?”
# 3 Application Questions
• Divergent - Application
• Where would be the optimal location for a
new water treatment plant?
• Why are the questions in this activity ordered
in the way they are?
• What is the most efficient way to dissolve 10
grams of salt in a sample of water?
Analyze the difference between
question types
Based on the examples given here, develop a
group consensus on definitions for each of the
three types of questions.
Each definition should be at most two sentences.
(5 Minutes)
Map the Activity
• Instructions:
• Map the “DNA Structure” activity by listing the types of
questions in the Classification of Matter activity according
to the Learning Cycle – some questions may be 2 types.
• EIA
• E-Exploratory, I-Concept Invention, A-Application
• (10 min)
Reporting Out
question 1
• Think about these questions:
• Does this activity follow the Learning Cycle (EIA) repeating
with each model?
Question 2
• To what extent is there agreement about the
assignments of the phases of the Learning
Cycle (EIA)?
Learning Cycle
• Parallels the “scientific method”
• Provides context for introduction of new terms
• Explicitly provides opportunities for critical thinking
•
Karplus, K. & Thier., H.D. (1967). A New Look at Elementary School Science. Chicago: Rand McNally and Co.
•
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning.
J. Res. Sci. Teach., 2, 176–186.
Curriculum
Learning Objectives
Assessment
- Communicate
expectations
- Write focused exam
questions
Instructional Activities
- Identify crucial material
- Identify additional/necessary
material
Writing Quality Learning Objectives
Learning Objectives should be student centered.
Today, Iwill lecture students on
how to identify which element
an atom belongs based on
information about subatomic
particles.
Students will be able to identify
to which element an atom
belongs based on information
about subatomic particles.
Writing Quality Learning Objectives
Learning Objectives should be specific.
NOT
Students will be able to write an
essay comparing two time periods
in history.
YES
Students will be able to write a thesis
statement regarding the comparison of
two time periods in history.
YES
Students will be able to support their
thesis statement with evidence from
various sources.
Writing Quality Learning Objectives
Learning Objectives should use action verbs.
NOT
Students will understand how
Coulombic attraction relates to the
periodic trend in ionization energy
as you move down the periodic
table.
YES
Students will predict the periodic
trend in ionization energy as one
moves down the periodic table using
the principles of Coulombic
attraction.
Writing Quality Learning Objectives
Learning Objectives should be measurable.
NOT
Students will understand the risk to a
population from overprescribing
antibiotics.
YES
Students will relate the overprescribing
of antibiotics to the increase of
untreatable infections within a
population.
Verbs to avoid
Know
Learn
Appreciate
Understand
Bloom’s Taxonomy of Educational
Objectives
Evaluation
judge, critique, justify,
verify, assess, recommend,
evaluate, rank
Analysis
compare, contrast, classify,
categorize, derive, model,
dissect, examine, interpret
Comprehension
explain, paraphrase, translate,
convert, indicate, illustrate
For the
Cognitive
Domain
Synthesis
create, construct, design,
improve, produce, propose,
plan, integrate, organize, summarize
Application
calculate, solve, determine, apply,
sequence, classify, operate, repair,
predict, instruct
Knowledge
list, recite, recall, identify,
label, order
Content & Process Objectives
Content Objectives
Process Objectives
• Students can describe in words
and in a diagram how the valves
in the heart control the oneway flow of blood.
• Students can determine the
number of protons in an atom
of a given element using the
periodic table.
• Students will use the correct
conjugation of the verb “ser” in
a sentence.
• Students will determine the
acceleration of a cart from a
velocity vs. time graph.
• Students will evaluate two different
solutions for the same problem to
determine which is correct.
• Students will suggest improvements
to their group process after being
asked to reach consensus on a key
question in an activity.
Scaffold for Authors
Assessment Question
First question you ask yourself.
What content or skills are needed?
Second question you ask yourself.
Third question you ask yourself.
What content or skills are needed?
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question (learning objective)
First question you ask yourself.
What content or skills are needed?
Second question you ask yourself.
Third question you ask yourself.
What content or skills are needed?
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
What is the atomic
number for chlorine?
First question you ask yourself.
What content or skills are needed?
Second question you ask yourself.
Third question you ask yourself.
What content or skills are needed?
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
What is the atomic
number for chlorine?
First question you ask yourself.
•
•
Second question you ask yourself.
Third question you ask yourself.
What content or skills are needed?
What content or skills are needed?
Atomic numbers are
found on the periodic
table (whole number)
Atomic # = # of protons
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
•
•
What is the atomic
number for chlorine?
What does the “36” in
the symbol represent?
First question you ask yourself.
Second question you ask yourself.
Third question you ask yourself.
What content or skills are needed?
What content or skills are needed?
Atomic numbers are
found on the periodic
table (whole number)
Atomic # = # of protons
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
•
•
What is the atomic
number for chlorine?
What does the “36” in
the symbol represent?
First question you ask yourself.
Second question you ask yourself.
Atomic numbers are
found on the periodic
table (whole number)
Atomic # = # of protons
What content or skills are needed?
•
•
Third question you ask yourself.
Upper left corner of
symbol is for the mass
number
Mass # = # protons + #
neutrons
What content or skills are needed?
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
•
•
What is the atomic
number for chlorine?
What does the “36” in
the symbol represent?
First question you ask yourself.
Second question you ask yourself.
Atomic numbers are
found on the periodic
table (whole number)
Atomic # = # of protons
What content or skills are needed?
•
•
How is a charge of 1achieved?
Third question you ask yourself.
Upper left corner of
symbol is for the mass
number
Mass # = # protons + #
neutrons
What content or skills are needed?
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
What is the atomic
number for chlorine?
What does the “36” in
the symbol represent?
First question you ask yourself.
Second question you ask yourself.
•
Atomic numbers are
found on the periodic
table (whole number)
• Atomic number =
# of protons
What content or skills are needed?
•
Upper left corner of
symbol is for the mass
number
• Mass number =
# protons + # neutrons
What content or skills are needed?
How is a charge of 1achieved?
Third question you ask yourself.
•
•
•
Protons are +
Electrons are –
Ion charge = positive
charge (# protons) –
negative charge (#
electrons)
What content or skills are needed?
Scaffold for Authors
How many protons, neutrons
and electrons
are in 36Cl1-?
Assessment Question
A
B
What is the atomic
number for chlorine?
What does the “36” in
the symbol represent?
First question you ask yourself.
Second question you ask yourself.
A1 Atomic numbers are
found on the periodic
table (whole number)
A2 Atomic number =
# of protons
B1 Upper left corner of
symbol is for the mass
number
B2 Mass number =
# protons + # neutrons
What content or skills are needed?
What content or skills are needed?
C
How is a charge of 1achieved?
Third question you ask yourself.
C1 Protons are +
C2 Electrons are –
C3 Ion charge = positive
charge (# protons) –
negative charge (#
electrons)
What content or skills are needed?
Write an Activity
• You will need:
• 1 or 2 learning objectives
• 1 model per objective. Model can be picture, map
graph, data table, or drawing (can find picture later)
• From the model labeled as you want, write 2-3
exploratory questions– I will show you Calculus and Economic models
• Then, write 2-3 concept development question
• Last write 1-2 application question
Hach Videos
• http://www.pogil.org/resources/implementati
on/interpersonal-effectiveness-videos
• 1. Video #7 - Listening Skills (positive example
of active listening)
• 2. Video #5 - Communicating Clearly (brusque,
no eye contact)
Contact Information
• Pat Ligon Broughton HS
•
•
•
•
•
•
•
pligon@wcpss.net or pligon@nc.rr.com
Pat Ligon’s website:
http://pligon.scribnotes.com/
Sharon Winzeler
swinzel@ncsu.edu
POGIL.org
February 22, 2014