Sample agendas are available for the 2016 regional workshops. These agendas are subject to change.
Introduction to POGIL: The Fundamentals
POGIL Labs: Introduction to POGIL Labs
POGIL Labs: Science Writing Heuristic
Writing POGIL Activities: How Are POGIL Activities Structured?
Writing POGIL Activities: Scaffolding Critical Thinking Questions
Writing POGIL Activities: Developing Robust Models
Writing POGIL Activities: Author Coaching
Writing POGIL Activities: Advanced Writing
Assessing POGIL Activities: Providing and Receiving Quality Feedback
Classroom Facilitation: Modeling A POGIL Classroom
Classroom Facilitation: Improving Facilitation Skills
Classroom Facilitation: Improving Process Skills
Classroom Facilitation: Pacing in the POGIL Classroom
Classroom Facilitation: Effective Facilitation Strategies
Scholarship of Teaching and Learning: Asking Questions about Student Learning
Scholarship of Teaching and Learning: Assessment Strategies and Project Design
Please Note: On the first day of the workshop, you will have the option to choose between Introduction to POGIL: The Fundamentals session or the Classroom Facilitation: Modeling a POGIL Classroom session and the Classroom Facilitation: Improving Facilitation Skills session.
Introduction to POGIL: The Fundamentals
Classroom Facilitation: Modeling A POGIL Classroom
Classroom Facilitation: Improving Facilitation Skills
POGIL Labs: Introduction to POGIL Labs
POGIL Labs: Introduction to POGIL Experiments
POGIL Labs: Structure and Development of POGIL Experiments
POGIL Labs: Can We Make Stew With These Beans: An Introduction to Inquiry through a POGIL Experiment
POGIL Labs: Implementation and Facilitation of POGIL Experiments
POGIL Labs: Writing a POGIL Experiment using a PhET Simulation
POGIL Labs: Writing a POGIL Experiment
This session is designed for those with limited or no previous exposure to POGIL. Participants will have the opportunity to engage in POGIL activities, observe facilitation strategies firsthand, learn about POGIL classroom implementation, and discuss common barriers to implementation.
After attending this session, participants will be able to:
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This session will introduce the basic concepts and principles of the POGIL laboratory. Participants will experience a simulated POGIL laboratory experiment and examine its components and structure.
After attending this session, participants will be able to:
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In this session, participants will explore an active learning strategy known as the Science Writing Heuristic. Features of SWH including beginning questions, procedures and results, and claims and evidence will be demonstrated through a lab simulation experience.
After attending this session, participants will be able to:
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This session is an introduction to the essential characteristics and structure of high-quality POGIL activities. After completing this session, participants will be prepared to attend intermediate-level sessions on writing activities.
After attending this session, participants will be able to:
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In this session, participants will examine the value of developing content and process objectives for POGIL activities, and create a draft or outline of an activity based on these learning objectives.
After attending this session, participants will be able to:
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In this session, participants will examine the features common to models that are suitably robust for use in POGIL activities, and gain practice developing a robust model that could be used in a POGIL activity in the participant’s classroom.
After attending this session, participants will be able to:
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During the Author Coaching sessions, participants will be able to work on writing activities in whatever fashion is most helpful to them. A room or working area will be made available for participants to work individually on writing POGIL activities. At least one writing consultant, or “coach,” will be available for consultations. These consultants will guide participants in assessing their own activities and provide suggestions for improvement. If there are participants who have progressed to advanced stages of authoring, the consultant may introduce (individually or in small groups)
After attending this session, both new and experienced participants will have time to write their own activities and actively participate in discussions about these activities with writing coaches or other authors, if they choose.
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In this session participants will review the learning cycle, the qualities of good learning objectives, and the characteristics of a robust model. Ample time will be given to begin writing an activity, including a structured brainstorming session for participants to share ideas for activities.
After attending this session, participants will be able to:
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In this session, participants will learn how to use the content and process rubrics to assess POGIL activities for the purposes of author feedback and/or endorsement. Participants will review submitted activities, compare their reviews with others, and work to achieve consensus on how to effectively use the rubrics to assist in giving quality feedback to authors. Participants will also learn about the POGIL collection endorsement process and how it differs from the author feedback process. This workshop is suggested for authors who would like to improve in writing and assessing their own activities, as well as for those who may be willing to assist The POGIL Project by providing feedback to other authors.
After attending this session, participants will be able to:
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There is no single way to implement POGIL -- each time there are unique characteristics that can influence how particular goals are achieved. Facilitating a POGIL classroom effectively involves more than student groups and collaborative activities; it requires careful planning and effective classroom management through reflective facilitation techniques. This workshop is designed to provide participants with an introduction to facilitating POGIL activities. Through this experience, participants will reflect on how facilitation can enhance or interfere with student learning, as well as how facilitation strategies can be critical in the development of student process skills.
After attending this session, participants will be able to:
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This workshop will provide participants with an opportunity to improve their facilitation skills through facilitating, observing, and/or reflecting on the student experience in a POGIL classroom. In this session, a sub-set of participants will each facilitate an activity of their choice. All participants will have the opportunity to serve as an observer and a student during the session.
After attending this session, participants will be able to:
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In this session, intermediate and advanced POGIL classroom facilitators will have an opportunity to experience and consider effective tools for improving students' process skills. Time will be provided for participants to share their own best practices.
After attending this session, participants will be able to:
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One of the key challenges of facilitating any POGIL classroom involves controlling the pace of student group work and checking for student understanding. This is much more than getting students to finish the activity in the allotted time since control of pacing and monitoring student development of concepts can greatly enhance instructor effectiveness. The use of polling questions, especially in conjunction with electronic response devices (clickers), can be very effective for improving facilitation. While polling can enhance any POGIL classroom, it is especially useful when managing a large classroom. This session also addresses various alternatives to electronic polling.
After attending this session, participants will be able to:
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Effective facilitation requires attention to what is going on in the classroom as well as a set of strategies one can use to respond to a variety of classroom situations. This workshop will help participants consider various situations that can impact effectiveness of responses within the classroom, including: disparities in student pacing, dysfunctional student dynamics, and other barriers to student learning in the classroom.
After attending this session, participants will be able to:
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This session is designed to provide a broad overview of the scholarship of teaching and learning (SoTL) and why one might want to engage in SoTL work. Its focus is on understanding the larger frameworks for the scholarship of teaching and learning and getting started by articulating a scholarly SoTL question.
After attending this session, participants will be able to:
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This session builds upon the introductory 'Scholarship of Teaching and Learning: Asking Questions about Student Learning' workshop by focusing on assessment strategies that can be used as part of SoTL projects. Participants will explore a variety of ways student learning data can be collected for SoTL work, as well as the ways in which SoTL projects are scheduled and organized. In addition, each participant will consider the development of an individual SoTL project. It is assumed that participants will come to this workshop with a basic idea for a SoTL question in mind.
After attending this session, participants will be able to:
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This session is designed for those with limited or no previous exposure to POGIL. Participants will have the opportunity to engage in POGIL activities, observe facilitation strategies firsthand, learn about POGIL classroom implementation, and discuss common barriers to implementation.
After attending this session, participants will be able to:
back
There is no single way to implement POGIL -- each time there are unique characteristics that can influence how particular goals are achieved. Facilitating a POGIL classroom effectively involves more than student groups and collaborative activities; it requires careful planning and effective classroom management through reflective facilitation techniques. This workshop is designed to provide participants with an introduction to facilitating POGIL activities. Through this experience, participants will reflect on how facilitation can enhance or interfere with student learning, as well as how facilitation strategies can be critical in the development of student process skills.
After attending this session, participants will be able to:
back
This workshop will provide participants with an opportunity to improve their facilitation skills through facilitating, observing, and/or reflecting on the student experience in a POGIL classroom. In this session, a sub-set of participants will each facilitate an activity of their choice. All participants will have the opportunity to serve as an observer and a student during the session.
After attending this session, participants will be able to:
back
This session will introduce the basic concepts and principles of the POGIL laboratory. Participants will experience a simulated POGIL laboratory experiment and examine its components and structure.
After attending this session, participants will be able to:
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This session will introduce the basic concepts and principles of the POGIL laboratory. Participants will experience a simulated POGIL laboratory experiment and examine its components and structure.
After attending this session, participants will be able to:
back
This session introduces the POGIL lab rubric for evaluating experiments. The criteria for a POGIL laboratory experiment will be introduced and applied to the written description of inquiry experiments. Working with the rubric also assists faculty in designing their own POGIL experiments.
After attending this session, participants will be able to:
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Participants in this session will carry out a POGIL experiment with two “data-think” cycles. This experimentcan be used at the introductory or more advanced courses in physical science, and includes an emphasis on developing questions and experimental methods.
After attending this session, participants will be able to:
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This session focuses on the challenges of implementing and facilitating a POGIL experiment with students.
After attending this session, participants will be able to:
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This session will scaffold how to write, test, and implement a POGIL experiment using a PhET simulation.
After attending this session, participants will be able to:
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In this session, participants will begin to write their own POGIL experiments. Participants are encouraged to bring their own ideas for an experiment they want to transform from traditional to POGIL. Working with a team is strongly encouraged. Participants will apply the POGIL lab rubric to get a preliminary evaluation of the nature of the experiment.
After attending this session, participants will be able to:
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