Engaging Students in Learning Python with Better Discussions and Activities

Helen Hu, Westminster College

• HOW students learn is as important as WHAT they learn

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POGIL - Process Oriented

Guided Inquiry Learning

• Process Oriented: Designed with intent to teach process skills
• Guided Inquiry: Guide students to explore and discover concepts for themselves

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• Information Processing
• Critical Thinking
• Problem Solving
• Communication
• Teamwork
• Management
• Assessment

Process Oriented

Students work together in teams on a formal learning activity:

• Students answer each others’ questions.
• Students discuss ideas & questions in small groups,�then share consensus with entire class.
• Students develop social relationships, teamwork, & other skills.
• Students interact & construct understanding (social constructivism).
• Instructor can work more with students & groups that need more help.
• Different groups can do different tasks (differentiation).

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Student Roles in Teams

In a POGIL classroom, each team member has an assigned role. For example:

• Recorder: records all answers & questions, shares with team & instructor.
• Speaker: talks to facilitator and other teams.
• Manager: keeps track of time and makes sure all members contribute.
• Reflector: considers how the team could work and learn more effectively.

Roles rotate each class period so all students practice all roles.

Role Cards: http://bit.ly/pogil-roles

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Guided Inquiry Learning

POGIL activities use a learning cycle that guides students to explore a new situation, invent their own understanding of key concepts, and then apply those concepts.

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Mini-Activity:

Python Style

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http://yellkey.com/product

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1. Create a copy of activity
2. Introduce yourself to a neighbor(s)
3. Answer questions together (11 questions)
4. Fill in your answers to question 3 at http://menti.com code: 9135 8800

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Activity: Python Style (pg 1)

Context�When we study a human language, we learn:

• the rules to spell words and construct correct sentences: syntax
• the meanings of words and how to interpret sentences: semantics
• how language reflects an author’s personality & audience: style

Similarly, in CS courses we study programming language �syntax, semantics, and style. This activity assumes that�you are familiar with syntax & semantics, and focuses on style.

Section A. Variables & Expressions (pg 2)

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Mini-Activity:

Python Style

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http://yellkey.com/product

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• Create a copy of activity
• Introduce yourself to a neighbor(s)
• Answer questions together (11 questions)
• Fill in your answers to question 3 at http://menti.com code: 9135 8800

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Share Out: Answers to Question 3

link

Directed, Convergent, and Divergent

Questions

3 Types of Questions

Directed: Easy to answer from information provided or prior knowledge.

Convergent: Requires some thought, �but most students & groups will reach �the same or similar answers.

Divergent: Requires more thought, �and students & groups will likely have �very different answers.

Examples from Python Style activity:

Directed: Which of the two code blocks �uses more variables?

Convergent: Which of the two code blocks would be easier to edit or debug?

Divergent: What are some ways to make expressions self-documenting?

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Explore, Invent, and Apply

Questions

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3 (Different) Types of Questions

Explore: Encourages students �to notice key concepts in a diagram, chart, table, code, etc.

Invent: Leads students to discover �a concept for themselves.

Apply: Requires students to write code or use a new concept.

Examples from Python Style activity:

Explore: Which of the two code blocks �uses more variables?

Invent: Which of the two code blocks �would be easier to edit or debug?

Apply: Rewrite the code block to be easier to debug.

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When to use which question type?

Directed: Easy to answer from information provided or prior knowledge.

Convergent: Requires some thought, but most students & groups will reach the same answer, or one of a few answers.

Divergent: Requires more thought, and students & groups will likely have very different answers.

What mix best encourages classroom discussion?

Tips and Resources

Adopt Learning Cycle Questions in ANY Class

• Add exploration questions to introduce a new topic
• Use series of learning cycle questions (projected to entire class) to lead less structured class discussion
• Think - Pair - Share
• Peer Instruction
• Caveat - exploration questions may be too simple �for homework assignments

Classroom Tips to Encourage Discussions

• Begin with an activity encouraging students to get to know each other
• Use name tents to help students learn and remember names
• Give each member of the group a number, assign each number to be in charge of a certain role or task in the discussion (roles)
• Keep groups long enough so students get comfortable with each other, �but mix groups up regularly to counter any problematic group dynamics
• In addition to group work, include an individual assessment (e.g., exit ticket) to encourage accountability
• Use different share out strategies

Resources for Question Types

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Directed, Convergent and Divergent Questions

• Asking Effective Questions - McComas & Abraham compare convergent and divergent questions (directed questions in POGIL are similar to their "lower order, convergent questions")

Explore, Invent, and Apply Questions

• POGIL's Guided Inquiry Learning Cycle

Ordering the Questions Together

Summary: Elements of POGIL

• Instructor is active facilitator not lecturer or observer.
• Activities use learning cycles�that guide students �to explore, invent, & apply.
• Use a mix of question types to guide student discussions�

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POGIL is much more than �“students doing worksheets”.

• Students work in teams�with rotating roles.
• Students teach & learn from �each other, and practice & develop process skills - communication, teamwork, critical thinking, etc.

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POGIL Effects on Students

• Attrition is lower for POGIL than for traditional courses
• Content mastery is greater than for traditional instruction
• Students prefer POGIL over traditional methods
• Students have more positive attitudes about the course and the instructors
• Learning skills appear to improve during the course

Learn more about POGIL

• www.pogil.org
• Virtual workshops on Fundamental of POGIL:
• May 17-18 or August 3-4
• In-person 3-day workshops:
• Linfield University, McMinnville, OR, July 11-13
• Washington University, St. Louis, MO July 18-20
• Funding available for college faculty: http://yellkey.com/them
• www.CSpogil.org
• CS activities
• CSPOGIL mailing list

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Existing CS POGIL Activities

http://cspogil.org

• CS0 / CS Principles
• CS1 in Java
• CS1 in Python
• CS 2 (Java)
• Software Engineering
• Operating Systems

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• Artificial Intelligence
• Computer Organization
• Cybersecurity
• Discrete Math
• Other Courses

… more being written this summer

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Questions? Contact me!

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Helen H. Hu, hhu@westminstercollege.edu

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This slide deck: http://yellkey.com/between

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