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Philosophy of Process Education

• Term first used in the early 1970’s.

• Defined as: An educational philosophy which focuses on building students’ learning skills and developing “self-growers.”

• Pacific Crest: www.pcrest.com

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Self-Grower

• The two extremes for classifying learners are: – Trained Individuals– Self-Growers

• Trained Individuals have developed a specific knowledge base, with specific skills for a specific context.

• Self-Growers continually grow by using strong self-assessment skills to improve future performance.

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POGIL Project

• Process-Oriented Guided-Inquiry Learning

• An NSF supported project for Chemistry

• www.pogil.org

• One and three day workshops available

• Can be used by any and all disciplines

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POGIL Project

• POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team.

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POGIL Project

• A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials.

• These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions - essentially a recapitulation of the scientific method.

• The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.

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POGIL Project

• POGIL is based on research indicating that – a) teaching by telling does not work for most students,

– b) students who are part of an interactive community are more likely to be successful, and

– c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own understanding.

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Measuring Success

• Eight years of data at Franklin & Marshall College.

• Lecture only – DFW rate = 32%.

• POGIL + mini-lecture – DFW rate = 19%.

• This is just one of many examples of the proof that POGIL improves student performance.

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How It Works

• Students work in teams as determined by the instructor.

• Instructor may provide a mini-lecture or students may be required to read a short passage.

• Students then work collaboratively on a list of questions that are meant to guide them through the material.

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Types of Questions

• A POGIL activity has a variety of questions.

– Convergent: Students will come to a quick agreement. Asks them to recall basic knowledge.

– Directed: Students can be led down the path to the answer based on information given. Asks them to apply what they have learned.

– Divergent: Groups can come up with alternate solutions. Often not seeking a solution, rather a discussion. Asks them to synthesize information.

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Instructor Role

• Act as Facilitator in the classroom.

• Intervene when the team is off on the wrong track or not using the process.

• Adjust and adapt to each class.

• Answer student questions with a question that can help lead them down the right path.

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Keys to POGIL Use

• Establish teams and process early on.

• Students have two roles – learning and helping others learn.

• Don’t give out answers.

• Correct any group mistakes at the beginning of the next period.

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Assessment

• POGIL website has an assessment guide.

• Include self-assessment component.

• Include assessment on the process to gain insight on how to improve the assignment.