Philosophy of Process Education

1. 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 R. John Muench

2. 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. R. John Muench

3. 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 R. John Muench

4. 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. R. John Muench

5. 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. R. John Muench

6. 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. R. John Muench

7. 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. R. John Muench

8. 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. R. John Muench

9. 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. R. John Muench

10. 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. R. John Muench

11. 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. R. John Muench

12. 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. R. John Muench