Muhlenberg - Process-Oriented Guided Inquiry - Open 2011Presentation Transcript
Process Oriented Guided Inquiry Learning for Entrepreneurship Clif Kussmaul, PhD Associate Professor of Computer Science Muhlenberg College, Allentown, PA [email_address] NCIIA 2011
Student learning is enhanced by a variety of factors:
work in teams
combine content & process
follow learning cycles
connect multiple concepts & representations
receive prompt, regular feedback
reflect on process & progress
Teams & processes help students to learn from each other.
Students teams learn, understand, & remember more.
Processes provide helpful scaffolding.
Students also learn process skills, such as communication & teamwork.
Students can answer each others’ questions; teacher answers more difficult questions.
The best way to learn is to teach.
Process Oriented Guided Inquiry Learning (www.pogil.org)
Learners work in teams (typically 3-5) on scripted activities with questions that guide them through inquiries (investigations) which often model discovery & research, to help learners construct knowledge .
Teams follow processes with specific roles, steps, reports, etc.
Facilitator circulates to monitor & support.
Activities & processes are designed to achieve content & process objectives .
Example: Project Scheduling (see paper & supporting docs)
Estimate time to make a batch of cookies.
Study & organize steps in a recipe, resulting in a work breakdown structure .
Estimate time for each step, & implications.
Identify dependencies & sequence of steps, resulting in a Gantt chart .
Explore resource implications.
Identify steps that can’t & can be shifted, resulting in a critical path .
POGIL has evolved over time.
David Hanson, Stony Brook University, 1994
series of 20+ NSF grants
originally in chemistry, spreading elsewhere
regular workshops & regional meetings
useful resources & active community http://www.pogil.org
Activities are designed with stages that form learning cycles (Karplus, Piaget). 1. Orient , motivate, prepare 2. Explore , observe, analyze 3. Form concepts via questions 4. Apply in exercises & problems 5. Close , reflect, assess induction deduction
Questions & problem solving move from simple to complex issues.
Directed questions prompt exploration and develop context & confidence.
Convergent questions lead to formation of concepts .