P807: Study of integration of POGIL activities into high school classrooms
With continued emphasis on the need for critical thinking skills, independent learning, and team work in both tertiary schools and the work place, changes are taking place in high-school classrooms. Teachers are moving more toward student-centered activities and active-learning classrooms. Changes in pedagogy are necessary as changes in culture happen and the ever increasing amount of information students are expected to learn at the high-school level. States such as Virginia have required curricula with end-of-course testing so the proscribed material must be covered. Integrating Process Oriented Guided Inquiry Lessons (POGIL) can increases student engagement, assist with the development of the critical thinking skills and allow students to take ownership of their own learning. A pilot study using only a few of the published POGIL activities was carried in the 2012-2013 school year with positive results but not without challenges. The integration of these activities was expanded in the 2013-2014 school year. Data were gathered through observation, student interest/satisfaction surveys, student self assessments and teacher assessments. Questions to be addressed included ease of integration, effect on pacing, student acceptance, and effect on meeting learning objectives.