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| pogil activities for high school biology: POGIL Activities for High School Biology High School POGIL Initiative, 2012 |
| pogil activities for high school biology: POGIL Activities for AP Biology , 2012-10 |
| pogil activities for high school biology: POGIL Activities for High School Chemistry High School POGIL Initiative, 2012 |
| pogil activities for high school biology: Process Oriented Guided Inquiry Learning (POGIL) Richard Samuel Moog, 2008 POGIL is a student-centered, group learning pedagogy based on current learning theory. This volume describes POGIL's theoretical basis, its implementations in diverse environments, and evaluation of student outcomes. |
| pogil activities for high school biology: POGIL Shawn R. Simonson, 2023-07-03 Process Oriented Guided Inquiry Learning (POGIL) is a pedagogy that is based on research on how people learn and has been shown to lead to better student outcomes in many contexts and in a variety of academic disciplines. Beyond facilitating students’ mastery of a discipline, it promotes vital educational outcomes such as communication skills and critical thinking. Its active international community of practitioners provides accessible educational development and support for anyone developing related courses.Having started as a process developed by a group of chemistry professors focused on helping their students better grasp the concepts of general chemistry, The POGIL Project has grown into a dynamic organization of committed instructors who help each other transform classrooms and improve student success, develop curricular materials to assist this process, conduct research expanding what is known about learning and teaching, and provide professional development and collegiality from elementary teachers to college professors. As a pedagogy it has been shown to be effective in a variety of content areas and at different educational levels. This is an introduction to the process and the community.Every POGIL classroom is different and is a reflection of the uniqueness of the particular context – the institution, department, physical space, student body, and instructor – but follows a common structure in which students work cooperatively in self-managed small groups of three or four. The group work is focused on activities that are carefully designed and scaffolded to enable students to develop important concepts or to deepen and refine their understanding of those ideas or concepts for themselves, based entirely on data provided in class, not on prior reading of the textbook or other introduction to the topic. The learning environment is structured to support the development of process skills –– such as teamwork, effective communication, information processing, problem solving, and critical thinking. The instructor’s role is to facilitate the development of student concepts and process skills, not to simply deliver content to the students. The first part of this book introduces the theoretical and philosophical foundations of POGIL pedagogy and summarizes the literature demonstrating its efficacy. The second part of the book focusses on implementing POGIL, covering the formation and effective management of student teams, offering guidance on the selection and writing of POGIL activities, as well as on facilitation, teaching large classes, and assessment. The book concludes with examples of implementation in STEM and non-STEM disciplines as well as guidance on how to get started. Appendices provide additional resources and information about The POGIL Project. |
| pogil activities for high school biology: Nature Spy Shelley Rotner, Ken Kreisler, 2014-12-23 A child takes a close-up look at such aspects of nature as an acorn, the golden eye of a frog, and an empty hornet's nest. |
| pogil activities for high school biology: Teaching and Learning STEM Richard M. Felder, Rebecca Brent, 2024-03-19 The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning. |
| pogil activities for high school biology: Biology for AP ® Courses Julianne Zedalis, John Eggebrecht, 2017-10-16 Biology for AP® courses covers the scope and sequence requirements of a typical two-semester Advanced Placement® biology course. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology for AP® Courses was designed to meet and exceed the requirements of the College Board’s AP® Biology framework while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum and includes rich features that engage students in scientific practice and AP® test preparation; it also highlights careers and research opportunities in biological sciences. |
| pogil activities for high school biology: POGIL Activities for AP* Chemistry Flinn Scientific, 2014 |
| pogil activities for high school biology: The Making of the Fittest: DNA and the Ultimate Forensic Record of Evolution Sean B. Carroll, 2007-08-28 A geneticist discusses the role of DNA in the evolution of life on Earth, explaining how an analysis of DNA reveals a complete record of the events that have shaped each species and how it provides evidence of the validity of the theory of evolution. |
| pogil activities for high school biology: The Art of Changing the Brain James E. Zull, 2023-07-03 Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. The Art of Changing the Brain is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners. |
| pogil activities for high school biology: Calculus I: A Guided Inquiry Andrei Straumanis, Catherine Bénéteau, Zdenka Guadarrama, Jill E. Guerra, Laurie Lenz, The POGIL Project, 2014-07-21 Students learn when they are activity engaged and thinking in class. The activities in this book are the primary classroom materials for teaching Calculus 1, using the POGIL method. Each activity leads students to discovery of the key concepts by having them analyze data and make inferences. The result is an I can do this attitude, increased retention, and a feeling of ownership over the material. |
| pogil activities for high school biology: Teaching at Its Best Linda B. Nilson, 2010-04-20 Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation. Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans! L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions. Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips |
| pogil activities for high school biology: POGIL Activities for Introductory Anatomy and Physiology Courses Murray Jensen, Anne Loyle, Allison Mattheis, The POGIL Project, 2014-08-25 This book is a collection of fifteen POGIL activities for entry level anatomy and physiology students. The collection is not comprehensive: it does not have activities for every body system, but what we do offer is a good first step to introducing POGIL to your students. There are some easy and short activities (Levels of Organization) and others that are more difficult (Determinants of Blood Oxygen Content). |
| pogil activities for high school biology: Preparing for the Biology AP Exam Neil A. Campbell, Jane B. Reece, Fred W. Holtzclaw, Theresa Knapp Holtzclaw, 2009-11-03 Fred and Theresa Holtzclaw bring over 40 years of AP Biology teaching experience to this student manual. Drawing on their rich experience as readers and faculty consultants to the College Board and their participation on the AP Test Development Committee, the Holtzclaws have designed their resource to help your students prepare for the AP Exam. Completely revised to match the new 8th edition of Biology by Campbell and Reece. New Must Know sections in each chapter focus student attention on major concepts. Study tips, information organization ideas and misconception warnings are interwoven throughout. New section reviewing the 12 required AP labs. Sample practice exams. The secret to success on the AP Biology exam is to understand what you must know and these experienced AP teachers will guide your students toward top scores! |
| pogil activities for high school biology: The Language of Science Education William F. McComas, 2013-12-30 The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories. |
| pogil activities for high school biology: Science Education and Student Diversity Okhee Lee, Aurolyn Luykx, 2006-06-26 The achievement gaps in science and the under-representation of minorities in science-related fields have long been a concern of the nation. This book examines the roots of this problem by providing a comprehensive, 'state of the field' analysis and synthesis of current research on science education for minority students. Research from a range of theoretical and methodological perspectives is brought to bear on the question of how and why our nation's schools have failed to provide equitable learning opportunities with all students in science education. From this wealth of investigative data, the authors propose a research agenda for the field of science education - identifying strengths and weaknesses in the literature to date as well as the most urgent priorities for those committed to the goals of equity and excellence in science education. |
| pogil activities for high school biology: Foundations of Chemistry David M. Hanson, 2010 The goal of POGIL [Process-orientated guided-inquiry learning] is to engage students in the learning process, helping them to master the material through conceptual understanding (rather than by memorizing and patterm matching), as they work to develop essential learning skills. -- P. v. |
| pogil activities for high school biology: Reaching Students Nancy Kober, National Research Council (U.S.). Board on Science Education, National Research Council (U.S.). Division of Behavioral and Social Sciences and Education, 2015 Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.--Provided by publisher. |
| pogil activities for high school biology: The Double Helix James D. Watson, 1969-02 Since its publication in 1968, The Double Helix has given countless readers a rare and exciting look at one highly significant piece of scientific research-Watson and Crick's race to discover the molecular structure of DNA. |
| pogil activities for high school biology: The Eukaryotic Cell Cycle J. A. Bryant, Dennis Francis, 2008 Written by respected researchers, this is an excellent account of the eukaryotic cell cycle that is suitable for graduate and postdoctoral researchers. It discusses important experiments, organisms of interest and research findings connected to the different stages of the cycle and the components involved. |
| pogil activities for high school biology: Learner-Centered Teaching Maryellen Weimer, 2008-05-02 In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone. |
| pogil activities for high school biology: BIO2010 National Research Council, Division on Earth and Life Studies, Board on Life Sciences, Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century, 2003-02-13 Biological sciences have been revolutionized, not only in the way research is conductedâ€with the introduction of techniques such as recombinant DNA and digital technologyâ€but also in how research findings are communicated among professionals and to the public. Yet, the undergraduate programs that train biology researchers remain much the same as they were before these fundamental changes came on the scene. This new volume provides a blueprint for bringing undergraduate biology education up to the speed of today's research fast track. It includes recommendations for teaching the next generation of life science investigators, through: Building a strong interdisciplinary curriculum that includes physical science, information technology, and mathematics. Eliminating the administrative and financial barriers to cross-departmental collaboration. Evaluating the impact of medical college admissions testing on undergraduate biology education. Creating early opportunities for independent research. Designing meaningful laboratory experiences into the curriculum. The committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. This volume will be important to biology faculty, administrators, practitioners, professional societies, research and education funders, and the biotechnology industry. |
| pogil activities for high school biology: Scientific Teaching Jo Handelsman, Sarah Miller, Christine Pfund, 2007 Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science. |
| pogil activities for high school biology: Why Write in Math Class? Linda Schulman Dacey, Rebeka Eston Salemi, Katherine Hopping O'Connell, 2018 To help students communicate their mathematical thinking, many teachers have created classrooms where math talk has become a successful and joyful instructional practice. Building on that success, the ideas in Why Write in Math Class? help students construct, explore, represent, refine, connect, and reflect on mathematical ideas. Writing also provides teachers with a window into each student's thinking and informs instructional decisions. Focusing on five types of writing in math (exploratory, explanatory, argumentative, creative, and reflective), Why Write in Math Class? offers a variety of ways to integrate writing into the math class. The ideas in this book will help you make connections to what you already know about the teaching of writing within literacy instruction and build on what you've learned about the development of classroom communities that support math talk. The authors offer practical advice about how to support writing in math, as well as many specific examples of writing prompts and tasks that require high-cognitive demand. Extensive stories and samples of student work from K-5 classrooms give a vision of how writing in math class can successfully unfold. |
| pogil activities for high school biology: Chemistry 2e Paul Flowers, Richard Langely, William R. Robinson, Klaus Hellmut Theopold, 2019-02-14 Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning. The second edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Substantial improvements have been made in the figures, illustrations, and example exercises that support the text narrative. Changes made in Chemistry 2e are described in the preface to help instructors transition to the second edition. |
| pogil activities for high school biology: Environmental Responses Andrew Blowers, Steve Hinchliffe, 2003-09-11 Climate change, urban congestion, nuclear waste, deforestation, destruction of wildlife - how can we respond to these and the many other environmental problems that the world faces today? Can we trust the experts? Does technology have the answers? Should we look to governments or to markets to solve the problems? Are political solutions possible? Should we be optimistic or pessimistic about the environmental futures? To address these questions we need to look at environmental responses in an integrated way. This includes understanding the responses of environments to change, and the responses to those changes made by societies. Environmental Responses takes an innovative interdisciplinary approach to understanding the risks and uncertainties that inform our responses to environments. Featuring places such as Lake Baikal, Andalusia, Cumbria and Bhutan the book is richly illustrated drawing on examples from across the world. Among the issues covered are: * how we might deal with environmental risk in conditions of scientific and political uncertainty * the need to understand the technical, economic and political responses to environmental change * finding new ways of involving citizens in decisions affecting environmental futures * the prospects for achieving sustainable forms of development Environmental Responses is the final book in a series entitled Environment: Change, Contest and Response that forms a large part of an Open University interdisciplinary course on environmental matters. The other books in the series are:Understanding Environmental Issues Changing Environments Contested Environments |
| pogil activities for high school biology: C, C Gerry Edwards, David Walker, 1983 |
| pogil activities for high school biology: Chemists' Guide to Effective Teaching Norbert J. Pienta, Melanie M. Cooper, Thomas J. Greenbowe, 2005 Part of the Prentice Hall Series in Educational Innovation for Chemistry, this unique book is a collection of information, examples, and references on learning theory, teaching methods, and pedagogical issues related to teaching chemistry to college students. In the last several years there has been considerable activity and research in chemical education, and the materials in this book integrate the latest developments in chemistry. Each chapter is written by a chemist who has some expertise in the specific technique discussed, has done some research on the technique, and has applied the technique in a chemistry course. |
| pogil activities for high school biology: How People Learn II National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning, 2018-09-27 There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults. |
| pogil activities for high school biology: Concepts of Biology Samantha Fowler, Rebecca Roush, James Wise, 2023-05-12 Black & white print. Concepts of Biology is designed for the typical introductory biology course for nonmajors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy. |
| pogil activities for high school biology: Foundations of Biochemistry Jenny Loertscher, Vicky Minderhout, 2009 |
| pogil activities for high school biology: Tools of Chemistry Education Research Diane M. Bunce, Renèe S. Cole, 2015-02-05 A companion to 'Nuts and Bolts of Chemical Education Research', 'Tools of Chemistry Education Research' provides a continuation of the dialogue regarding chemistry education research. |
| pogil activities for high school biology: Enzymes: Structure and Function Federation of European Biochemical Societies, 1972 Before the visit with her mother's friend had ended, Libby saw the dryads and water nymphs that lived near the house. |
| pogil activities for high school biology: Campbell Biology in Focus , 2013 |
| pogil activities for high school biology: Student-Assisted Teaching Judith E. Miller, James E. Groccia, Marilyn Sue Miller, Marilyn S. Miller, 2001-01-15 This book provides a range of models for undergraduate student-assisted teaching partnerships to help teachers and administrators make learning more student-centered, effective, and productive. The 31 models describes a range of approaches and applications in a variety of settings and disciplines. The chapters are: (1) Establishing a Common Ground: a Conjoint Training Model for Instructors and Peer Educators (Eve M. Adams, Susan C. Brown, and Terry L. Cook); (2) Lessons from Peers: The Design Exchange (Mark J. Chidister, Frank H. Bell, Jr., And Kurt M. Earnest); (3) Peer Teaching in the Experimental College (Robyn Gittleman and Howard Woolf); (4) Peer Facilitators as Lead Freshman Seminar Instructors (Jean M. Henscheid); (5) The Teaching Teams Program: a 'Just in Time' Model for Peer Assistance (Harold P. Larson, Reed Mencke, Stacy J. Tollefson, Elizabeth Harrison, and Elena Merman); (6) The Teaching Teams Program: Transforming the Role of the Graduate Teaching Assistant (David A. Wood, Jr., Jennifer L. Hart, Stacy J. Tollefson, Dawn E. DeToro, and Julie Libarkin); (7) The Teaching Teams Program: Empowering Undergraduates in a Student-Centered Research University (Lacey A. Stover, Kirstin A. Story, Amanda M. Skousen, Cynthia E. Jacks, Heather Logan, and Benjamin T. Bush); (8) Peer-Assisted Cooperative Learning: An Experiment in Educational Quality and Productivity (Judith E. Miller, David DiBiasio, John Minasian, and James S. Catterall); (9) Students; Managing to Learn; Teachers: Learning To Manage (Martin H. Murray); (10) Undergraduates Teaching in a Collaborative Learning Paradigm (Samuel B. Thompson, Sarah B. Westfall, and Christine Reimers); (11) Peers at Work: Tutors at Spelman College (Anne B. Warner and Christine K. Farris); (12) Students Mentoring Students in Portfolio Development (W. Alan Wright and Bruce Barton); (13) The Experimental Study Group: An Alternative First-Year Program at mit (David Custer and Peter Dourmashkin); (14) mash (Math and Science Help): Supplemental Instruction at a Technological University (Ann Garvin and Dale Snyder); (15) Undergraduate Peer Mentors in Mathematics (Miguel Paredes, Paul Pontius, Rene Torres, and Joseph Chance); (16) a Model for Integrating Technical Preceptors into the Classroom (Mary Poulton and John Kemeny); (17) Academic Excellence Workshops: Boosting Success in Technical Courses: (Ruth A. Streveler); (18) Supplemental Instruction at an Urban Community College (Joyce Ship Zaritsky); (19) Peer-Assisted Teaching and Learning in Distance Education (Judith A. Couchman); (20) Using Structured Study Groups To Create Chemistry Honors Sections (Brian P. Coppola, Douglas S. Daniels, and Jason K. Pontrello); (21) Student Mentoring and Community in a University Honors Program (Ronald E. Mickel); (22) Where Undergraduates Are the Experts: Peer-Based Instruction in the Writing Center (Dennie Paoli and Eric Hobson); (23) Peer Facilitators of In-Class Groups: Adapting Problem-Based Learning to the Undergraduate Setting (Deborah E. Allen and Harold B. White, iii); (24) Student-Directed Instruction in an Undergraduate Psychopathology Course (Cheryl Golden and Calverta McMorris); (25) Peer Writing Tutors (Lisa Lebduska); (26) The Workshop Project: Peer-Led Team Learning in Chemistry (Jerry L. Sarquis, Linda J. Dixon, David K. Gosser, Jack A. Kampmeier, Vicki Roth, Victor S. Strosak, and Pratibha Varma-Nelson); (27) a Introductory Psychology Laboratory Designed and Taught by Undergraduate Teaching Interns (Stephen P. Stelzner, Michael G. Livingston, and Thomas Creed); (28) Undergraduate Teaching Assistants Bring Active Learning to Class (Melissa A. Thibodeau); (29) Student-Faculty Partnerships To Develop Teaching and Enhance Learning (Milton D. Cox); (30) Educating the Critic: Student Driven Quality (Elizabeth Kinland, Lisa Firing Lenze, Lynn Melendez Moore, and Larry D. Spence); and (31) College Teachers and Student Consultants: Collaborating about Teaching and Learning (D. Lynn Sorenson). Four appendixes contain examples of hiring documents, training syllabi, teaching materials, and evaluation procedural documents. (Contains 18 figures, 59 tables, and 178 references.) (Sld). |
| pogil activities for high school biology: Anatomy and Physiology Patrick J.P. Brown, 2015-08-10 Students Learn when they are actively engaged and thinking in class. The activities in this book are the primary classroom materials for teaching Anatomy and Physiology, sing the POGIL method. The result is an I can do this attitude, increased retention, and a feeling of ownership over the material. |
| pogil activities for high school biology: All Yesterdays John Conway, C. M. Kosemen, Darren Naish, 2013 All Yesterdays is a book about the way we see dinosaurs and other prehistoric animals. Lavishly illustrated with over sixty original artworks, All Yesterdays aims to challenge our notions of how prehistoric animals looked and behaved. As a criticalexploration of palaeontological art, All Yesterdays asks questions about what is probable, what is possible, and what iscommonly ignored.Written by palaeozoologist Darren Naish, and palaeontological artists John Conway and C.M. Kosemen, All Yesterdays isscientifically rigorous and artistically imaginative in its approach to fossils of the past - and those of the future. |
| pogil activities for high school biology: Inquiry Into Biology: ... Computerized assessment bank CD-ROM Helen Colbourne, Dave Gowans, McGraw-Hill Ryerson Limited, 2007 |
| pogil activities for high school biology: Helping Children at Home and School II Andrea Canter, Leslie Zeldin Paige, Ivonne Romero, Servio Carroll, 2004-06 This second edition of NASP's most popular tool includes over 250 new or completely revised reproducible handouts for parents, educators, child advocates, and teens on a wide range of issues affecting children's learning and behavior. Many key handouts for families are also provided in Spanish. |
POGIL | Home
POGIL is a teaching pedagogy that makes students feel engaged, accomplished & empowered. POGIL is Process Oriented Guided Inquiry Learning "POGIL...is about putting the students …
What is POGIL?
POGIL is an acronym for Process Oriented Guided Inquiry Learning. It is a student-centered, group-learning instructional strategy and philosophy developed through research on how …
Implementing POGIL
There is no single way to implement POGIL in the classroom and every implementation has unique characteristics that can influence how and whether particular goals are achieved. …
POGIL FAQs
In POGIL, teams of learners (typically 3-4) work on scripted inquiry activities and investigations designed to help them construct their own knowledge, often by modeling the original …
Resources for Educators - POGIL
The POGIL Project supports student-centered learning in all disciplines. Teachers from a variety of backgrounds have published articles focused on their research and experiences actively …
General POGIL Book
POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners. Samples of the first page from each chapter of this POGIL textbook can …
About The POGIL Project
The mission of The POGIL Project is to improve teaching and learning by fostering an inclusive, transformative community of reflective educators who design, implement, assess, and study …
POGIL | POGIL Tools
The POGIL Project has a variety of initiatives and tools that are designed to help our community of educators enhance their practice of the POGIL pedagogy.
Activity Collections - POGIL
Single activities that meet the highest POGIL standards are designated as "POGIL Approved" by the PAC. Visit this link to view our growing collection of these activities.
POGIL Activities for Human Anatomy and Physiology
This collection of 12 POGIL activities is aimed at introductory-level Anatomy and Physiology students. Topics include body organization, homeostasis, energetics, the circulatory system, …
POGIL | Home
POGIL is a teaching pedagogy that makes students feel engaged, accomplished & empowered. POGIL is Process Oriented Guided Inquiry Learning "POGIL...is about putting the students …
What is POGIL?
POGIL is an acronym for Process Oriented Guided Inquiry Learning. It is a student-centered, group-learning instructional strategy and philosophy developed through research on how …
Implementing POGIL
There is no single way to implement POGIL in the classroom and every implementation has unique characteristics that can influence how and whether particular goals are achieved. …
POGIL FAQs
In POGIL, teams of learners (typically 3-4) work on scripted inquiry activities and investigations designed to help them construct their own knowledge, often by modeling the original …
Resources for Educators - POGIL
The POGIL Project supports student-centered learning in all disciplines. Teachers from a variety of backgrounds have published articles focused on their research and experiences actively …
General POGIL Book
POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners. Samples of the first page from each chapter of this POGIL textbook can …
About The POGIL Project
The mission of The POGIL Project is to improve teaching and learning by fostering an inclusive, transformative community of reflective educators who design, implement, assess, and study …
POGIL | POGIL Tools
The POGIL Project has a variety of initiatives and tools that are designed to help our community of educators enhance their practice of the POGIL pedagogy.
Activity Collections - POGIL
Single activities that meet the highest POGIL standards are designated as "POGIL Approved" by the PAC. Visit this link to view our growing collection of these activities.
POGIL Activities for Human Anatomy and Physiology
This collection of 12 POGIL activities is aimed at introductory-level Anatomy and Physiology students. Topics include body organization, homeostasis, energetics, the circulatory system, …
