introduction to writing pogil learning cycle activities

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.

• E I A • E-Exploratory, I-Concept Invention, A-Application• (10 min)

Reporting Outquestion 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.

NOTStudents 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.

YESStudents will be able to support their thesis statement with evidence from various sources.

Writing Quality Learning Objectives

Learning Objectives should use action verbs.

NOTStudents will understand how Coulombic attraction relates to the periodic trend in ionization energy as you move down the periodic table.

YESStudents 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.

NOTStudents will understand the risk to a population from overprescribing antibiotics.

YESStudents will relate the overprescribing of antibiotics to the increase of untreatable infections within a population.

Verbs to avoid

KnowLearnAppreciateUnderstand

Bloom’s Taxonomy of Educational Objectives

Knowledge

Comprehension

ApplicationAnalysis

SynthesisEvaluation

list, recite, recall, identify, label, order

explain, paraphrase, translate,convert, indicate, illustrate

calculate, solve, determine, apply, sequence, classify, operate, repair,

predict, instruct

compare, contrast, classify, categorize, derive, model, dissect, examine, interpret

create, construct, design, improve, produce, propose,

plan, integrate, organize, summarize

judge, critique, justify,verify, assess, recommend,

evaluate, rank

For theCognitiveDomain

Content & Process Objectives

Content Objectives• Students can describe in words

and in a diagram how the valves in the heart control the one-way 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.

Process Objectives• 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. Second question you ask yourself. Third question you ask yourself.

What content or skills are needed?

What content or skills are needed?

What content or skills are needed?

Scaffold for Authors

Assessment Question (learning objective)

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?

What content or skills are needed?

How many protons, neutrons and electrons

are in 36Cl1-?

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

• Atomic numbers are found on the periodic table (whole number)

• Atomic # = # of protons

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

• Atomic numbers are found on the periodic table (whole number)

• Atomic # = # of protons

What does the “36” in the symbol represent?

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

• Atomic numbers are found on the periodic table (whole number)

• Atomic # = # of protons

What does the “36” in the symbol represent?

• Upper left corner of symbol is for the mass number

• Mass # = # protons + # neutrons

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

• Atomic numbers are found on the periodic table (whole number)

• Atomic # = # of protons

What does the “36” in the symbol represent?

• Upper left corner of symbol is for the mass number

• Mass # = # protons + # neutrons

How is a charge of 1- achieved?

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

• Atomic numbers are found on the periodic table (whole number)

• Atomic number = # of protons

What does the “36” in the symbol represent?

• Upper left corner of symbol is for the mass number

• Mass number = # protons + # neutrons

How is a charge of 1- achieved?

• Protons are +• Electrons are –• Ion charge = positive

charge (# protons) – negative charge (# electrons)

Scaffold for Authors

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?

What content or skills are needed?

Assessment Question

How many protons, neutrons and electrons

are in 36Cl1-?

What is the atomic number for chlorine?

A1 Atomic numbers are found on the periodic table (whole number)

A2 Atomic number = # of protons

What does the “36” in the symbol represent?

B1 Upper left corner of symbol is for the mass number

B2 Mass number = # protons + # neutrons

How is a charge of 1- achieved?

C1 Protons are +C2 Electrons are –C3 Ion charge = positive

charge (# protons) – negative charge (# electrons)

A B C

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/implementation/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