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Reflection 8: Use of New Pedagogical Knowledge in Designing Instruction

How the rubric item was addressed in this reflection:
This reflection shows how I have applied (i.e. actually used) improved or new knowledge of education theory in the design of teaching materials or lessons used in my classroom.

WHAT is the evidence? WHY did I choose the evidence? HOW does the evidence show growth?

As a teacher certified through the alternate-route program, I did not have any meaningful exposure to the following pedagogical terms: 1) constructivism and inquiry-driven methods (See Reflection 6) 2) peer groups and 3) the 3 levels of chemical understanding. Because of my lack of exposure to education courses, I often relied upon intuition and traditional teacher-centered notions of teaching and learning in my teaching practice, rather than my understanding of education theory.  Through my reading of research literature in the two education courses Edu536 and Edu636, I have changed the structure of my classroom and the nature of the worksheets and supporting materials to more accurately reflect what I have learned about teaching and learning chemistry.

I present 1 piece of baseline evidence from my baseline portfolio (submitted with my original application to the MCEP program) and 3 pieces of later evidence (1 from the 2007-2008 school year, the 2008-2009 school year, and from items prepared for future use).  In comparing my baseline and later evidence, I use a conceptual framework that shows:
  • INCREASED USE OF SMALL PEER GROUPS (Later Evidence #1)  Since Williamson & Rowe found that the use of small peer groups (of 3 to 4 students) in problem-sovling increases student understanding, motivation, and attitudes1, I tried to increase my use of small peer groups right away (it was a relatively simple change to make).


  • INCREASED USE AND CREATION OF PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) WORKSHEETS (Later Evidence #2)  After having learned via the POGIL method in my content courses, developed POGIL worksheets (in a workshop with Dr. Rebecca Kruse), and read about the rationale behind the design of POGILs2,  I started to use POGILs in small groups more frequently and conscientiously in my classes.  The POGIL design includes questions that guide students through a process of orientation, exploration (E), concept invention (I), application (A), and closure as students examine an information model.  Since this process parallels the steps that occur in the process of meaningful learning, POGILs are more effective than traditional lecture methods in creating meaningful and enduring understanding of concepts.  Since small peer groups (of 3 to 4 students) increase student understanding and motivation1, the effectiveness of the POGIL is increased when done in small groups.
  • INCREASED USE OF INTERACTIVE WEB-BASED TECHNOLOGY (Applets) TO AID IN VISUALIZATION OF THE PARTICULATE NATURE OF MATTER AND THE PARTICLE NATURE OF LIGHT (i.e. photons) (Later Evidence #3)  In my reading of science education literature, I also encountered research that showed that the use of web-based technology (such as applets) could improve students' ability to visualize submicroscopic interactions and better understand concepts related to these interactions3, 4.  I was particularly interested in addressing the submicroscopic level of chemical understanding because I had read that this aspect of chemistry posed the most challenges to students since it was difficult to visualize5.  As a result of encountering this literature, I increased my use of applets in the classroom, sometimes as an aid to lecture or sometimes in tandem with a POGIL (where the applet would serve as the information model).


REFERENCES:

1. Williamson, V.M., & Rowe, M.W. (2002). Group problem solving versus lecture in college-level quantitative analysis: The good, the bad, and the ugly. Journal of Chemical Education, 79(9), 1131-1134.

2. Farrell, J.J., Moog, R.S., & Spencer, J.N. (1999). A guided inquiry general chemistry course. Journal of Chemical Education, 76(4), 570-574.

3. Donovan, J.D., & Nakhleh, M.B. (2001). Students' use of web-based tutorial materials and their understanding of chemistry concepts. Journal of Chemical Education, 78(7), 975-980.
4. Frailich, M., Kesner, M., & Hofstein, A. (2009). Enhancing students' understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Science Teaching, 46(3), 289-310.

5. Nakhleh, M.B. (1992). Why some students don't learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191-196.


Please click on images for a larger view.

Baseline Evidence:
Supporting materials and reflective self-evaluation
for video-taped baseline lesson on equilibrium provided with MCE application
JUNE 2007
For full .pdf of equilibrium dittos used in this lesson, click on image.
eq dittos

Videostills from lesson:
video stills

From reflective self-evaluation:
"I chose to tape this lesson because it is indicative of my typical teaching style, which I would like to improve and make more student-centered and inquiry-driven. . . . I am not a completely incompetent teacher, but I am well aware of my over-reliance on my classroom persona, chalk and talk note-taking, and calculation-heavy worksheets. . . .

The types of interactions present in this lesson are predominantly between the students and me. . . . There are individual students answering questions that I ask. . . . In this lesson, I am predominantly in the front of the classs. . .

The reason for my instructional choice of having a teacher-centric, lecture and note-based class, at this point in time, is because that is the method that I am most comfortable with.  I have not witnessed or been intensively mentored by another Chemistry teacher (having done alternate route certificationand never having taken any education courses), ans so I rely on a teaching method that allows me to use my strengths."

Analysis of the baseline lesson shows a lecture-heavy, teacher-centered classroom where the worksheets focus almost exclusively on application and drilling of concepts.  There is very little attention given to the collective exploration and the process of concept development.

TEACHER INVOLVEMENT: active, central focus of instruction, lecture and drill-oriented

STUDENT INVOLVEMENT: passive, minimal peer interaction, often one-to-one interactions between students and me


Please click on images for a larger view.


Later Evidence:


EVIDENCE #1:
The use of small peer groups
Video from a lesson on nomenclature
DECEMBER 2007

Videostills from lesson:
later video stills

The excerpts from this video show the use of small peer groups in my instruction.

I began this lesson with a DO NOW (review and anticipatory set).  I then placed students in groups of three and had them work through a POGIL-like activity that guided them through the steps of writing formulas and dot structures for ionic compounds.  For the majority of the period, students worked in groups while I walked around making sure that students were on task and answering questions when necessary.  I then selected members from each group to put the answers to the exercises and problems on the board.  We then went over any answers that caused conflict as a class.

This evidence shows growth because my pedagogy has shifted from a more student-centered pedagogy.  I am not the central dispenser and organizer of information; rather I facilitate and guide students as they process the information with their peers.

TEACHER INVOLVEMENT: active supervision/ management, occasionally the focus of instruction, but more for clarification and facilitation of discussion

STUDENT INVOLVEMENT: active, high levels of peer interaction, interactions between groups and me when needed

EVIDENCE #2:
The use (part 1) and creation (part 2) of POGIL worksheets
  1. POGIL.org WKSTs used to teach equilibrium and Le Chatelier's Principle (JUNE 2009)
  2. Self-made POGIL WKSTs  (part of Intermolecular forces thesis lesson, August 2009, planned for future use, i.e. 2009-2010)
Part 1: Use
(The following are from www.pogil.org)
Equilibrium POGIL
(click on image for larger view)
equilibrium pogil #1

Le Chatelier POGIL
(click on image for larger view)
equilibrium pogil #2

From www.pogil.org, click here for the full .pdf

LESSON PLAN: Introduction to equilibrium & Le Chatelier's principle
SWBAT:
-define equilibrium
-be able to write an equilibrium expression
-predict how a reaction shifts to re-establish equilibrium when it is disturbed

Day 1: Equilibrium POGIL/ go over POGIL & class discussion

Day 2: Lecture on Keq expression and significance
HW: equilibrium expression exercises (drill)

Day 3: Check HW, have individual students put HW on board, go over questions/ Le Chatelier POGIL/ go over POGIL & class discussion/ Group problem solving of Le Chatelier exercises
HW: finish Le Chatelier exercises

Day 4: discuss HW problems in groups & have them display HW on board/ mini summarizing lecture
HW: Le Chatelier problem to be collected for small grade next day (Formative evaluation/ accountability)

While I do not have video footage of my lesson, the first piece of later evidence shows one of the many POGILs I integrated into my teaching.  I broke students down into groups of three (of mixed ability) and also arranged the desks to signal a change from traditional lecture and to facilitate grouping.  I began any conceptual aspect of the equilibrium unit with a POGIL, allowing 1 period for the completion and review of each one, so that students would have adequate structure and time for the process of concept development.  During the POGIL, I walked around making sure the students were on task and answering questions about wording.  I deliberately refrained from answering conceptual questions unless all members of the group were having difficulty understanding a concept--whenever possible, I would point them toward the area of the model that would help them find the answer themselves.

I did continue to give small lectures summarizing the concepts encountered in the POGIL or teaching the math related to equilibrium.  I also continued to use drill and application problems at the end of the learning of each concept, but I conscientiously made sure that I had provided more time and support in my lesson so that students could appropriately formulate their ideas before being asked to apply them.  While I do not integrate group work and inquiry-based tools in my teaching all the time, I have definitely increased in my use of these techniques (particularly in my use of POGILs) and in my desire to further re-evaulate and revamp my practice to make it more inquiry-based (It does take time, however!).

TEACHER INVOLVEMENT: shift from central role dispensing information to a more managerial role (maybe 30-40% of the time), helped students fine-tune understanding, making sure students were on task, and finally creating problems that gave students opportunities to test and apply knowledge

STUDENT INVOLVEMENT: active, significant levels of peer-to-peer instruction, typically on task and engaged
Part 2: Creation
(The following are my own resources)

Coulomb POGIL
(click on image for .pdf)
coulomb pogil #1
Intermolecular Force POGIL
(click on image for .pdf)
coulomb pogil #1

LESSON PLAN: Introduction to intermolecular forces
(click here for full .pdf of detailed lesson plans and all documents)

SWBAT:
-understand Coulomb's law
-define intermolecular forces and connect to molecule polarity and Coulomb's law
-define affinity/ solubility, boiling point/ volatility, viscosity and connect to intermolecular forces
-apply understanding to real-life scenarios

Day 1: Pre-assessment/ Coulomb's law POGIL
HW: Prelab & Coulomb's law practice problems

Day 2: Polarity/ affinity POE (predict, explain, observe) lab activity (collect at end of period, return Day 3)

Day 3: Model 1 and 2 (at least) of IMF POGIL
HW: some independent research on pre-assessment questions

Day 4: Model 3 of IMF POGIL/ re-assessment using pre-assessment questions (collected)

Assessment:
  • Observation of student dialogue during classroom discussion and debate 
  • Observation of student dialogue and group interactions during group work
  • Instructor survey and questioning of individual students and groups
  • Analysis of group products (POGILs, lab writeups)
  • Observation of changes in understanding between individual student’s pre- and re-assessment questions , at the close of the four days.

Differentiation: 
  • The way in which a POGIL is administered can be adapted to the level of the class.  One way to provide further guidance is to stop at frequent intervals (after key questions, after exercises, and after problems), giving students more opportunities for feedback/ discussion.
  • Furthermore, heterogeneous groups of 3 are assigned to facilitate discussion and peer mentoring.

After having used POGILs throughout my school year and having acquired a better sense of the type of POGIL that works best for my students, I have gained the confidence to create my own POGIL resources and integrate them into my teaching.

EVIDENCE #3:
The use of interactive applets in instruction
  1. Gas applet and solution applet from PHeT (APRIL 2009 and MARCH 2009, respectively), used with POGIL (made by Mike Ames) and lecture
  2. Color vision applet, to be used with my own POGIL(part of Molecular Spectroscopy Project, April 2009, planned for future use, i.e. 2009-2010)
PIECE 1.
Applet use in tandem with pre-made resources/ lecture

(click on pictures to link to the PHeT site)
Gas applet
PHeT gas properties applet
 Salts & Solubility applet
solution applet

I used this gas applet and the accompanying POGIL (created by Mike Ames) at the beginning of my gas properties and gas laws unit.  It provides an excellent visualization of the kinetic, particulate nature of gases that is responsible for pressure.  Students can also "see" how speed is related to mass and temperature in an intuitive way.
I use this salt and solubility (solutions) applet to help students visualize the submicroscopic interactions that explain why ionic compounds dissolve in water to produce electrolytic solutions.

The second piece of evidence shows the applets I used in my classroom (with a POGIL or in conjunction with a lecture) to help students visualize the submicroscopic interactions behind many of the concepts and relationships they were learning.  Prior to using applets in my instruction, I would try drawing these interactions on the board (an imperfect, static drawing that often did not do justice to the concept) or simply expect that my students could imagine what I was saying.

With a POGIL
The gas applet provided the perfect information model for the POGIL.  Each student completed the POGIL sheet individually (one computer to each student) and then discussed and checked their answers with the two people closest to them.  It was fun, interactive, and open-ended (with certain set parameters that helped prevent against the creation of incorrect understandings).  I observed that students were engaged and on task since the POGIL demanded that they interact with the model to find the answers.  I even witnessed students arguing and discussing their answers to the POGIL when they did not agree, and then returning to the model to verify who had observed the model correctly.  It was a beautiful thing!

With Lecture
I thought the salt and solubility applet more useful as a quick (but informative) visualization of solvation, rather than something I would use (at this point) as the model for a POGIL.  Nonetheless, it certainly improved students' ability to imagine ionic compound dissociation!

Here is a list of applets by topic (.pdf file with embedded links).
 PIECE 2.
Applet use in tandem with my own resources.

(click on picture to link to the PHeT site)
Color vision applet
color applet
My Own Accompanying POGIL
 (click on image for .pdf)
vis pogil

After having used applets and applet POGILs during the school year and having acquired a better sense of how to integrate them into my teaching, I have gained the confidence to create my own applet POGIL resources.
July 1, 2009