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Process Oriented Guided Inquiry Learning POGIL originated in college chemistry departments in 1994; there are now well over 1,000 implementers in a wide range of disciplines in high schools and colleges around the country.POGIL uses guided inquiry - a learning cycle of exploration, concept invention and application is the basis for many of the carefully designed materials that students use to guide them to construct new knowledge. POGIL is a student-centered strategy; students work in small groups with individual roles to ensure that all students are fully engaged in the learning process.POGIL activities focus on core concepts and encourage a deep understanding of the course material while developing higher-order thinking skills. POGIL develops process skills such as critical thinking, problem solving, and communication through cooperation and reflection, helping students become lifelong learners and preparing them to be more competitive in a global market.POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team. A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials. These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions-essentially a recapitulation of the scientific method. The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.POGIL is based on research indicating that a) teaching by telling does not work for most students, b) students who are part of an interactive community are more likely to be successful, and c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own und

"report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive-especially if they require training observers, time to complete extensive observations, and coding videos or field notes."

"To paraphrase artificial intelligence pioneer Marvin Minsky, there is no such thing as a typical student because each brain contains many different kinds and combinations of resources. Neuroscience research suggests that the brain is not one general learning system but consists of many specialized modules developed over eons of evolution. While those modules vary, their network connections differ even more depending on genetics and experience. Thus every student brings to the classroom wiring, experiences, assumptions, and hidden semi-autonomous processes that we call euphemistically "prior knowledge.""

Process Oriented Guided Inquiry Learning

"With a process in place to ensure you meet specific student needs, you can begin to proactively identify accessibility pain points and come up with a plan for addressing them"