POGIL
POGIL (Process Oriented Guided Inquiry Learning) is a pedagogical method devised to teach process skills (such as collaboration and written expression) as well as content using an inquiry-based learning approach.[1][2] It was originally devised by professors at Franklin and Marshall College and the State University of New York, Stony Brook for use in teaching general chemistry, but the structure of POGIL is broadly applicable in all subjects.
POGIL Activities
A typical POGIL activity begins with a piece of data. For example, this data could be a graph, a map, or an image. The students are then given questions that force them to explore the data. These questions eventually lead students to generating a conclusion based on the data. Students then apply this conclusion in new situations. Thus, POGIL activities follow the structure of the learning cycle of exploration, concept invention and application, and has a strong basis in constructivism.
Classroom implementation
In a POGIL classroom, students work together in groups of 3 or 4. Each student is assigned a role, such as manager, recorder, spokesperson or reflector. The students work together on activities that are structured to help them build up a concept. The students are expected to reach a consensus answer to each question on the activity, then be able to communicate that answer in written or oral form. This group structure creates positive interdependence among the students, reinforcing involvement and learning for each student. POGIL techniques can also be used as a supplement to traditional lecture style classrooms. This gives students the benefit of a full lecture, followed by POGIL style exercises.
The POGIL Project
The teaching method of POGIL is supported by an organization known as the POGIL Project. The POGIL Project is the recipient of many grants from the National Science Foundation and other sources. The goals of the POGIL Project are to encourage the dissemination and implementation of POGIL, evaluate the impact of POGIL on student learning, and create structure to continue these goals beyond the lifetime of the NSF funding.
References
- ↑ J. J. Farrell, R. S. Moog, J. N. Spencer (1999). "A Guided Inquiry Chemistry Course.". J. Chem. Educ. 76 (4): 570–574. doi:10.1021/ed076p570.
- ↑ D. Hanson, T. Wolfskill (2000). "Process Workshops - A New Model for Instruction". J. Chem. Educ. 77: 120–129. doi:10.1021/ed077p120.