This allows instructors to learn more about their students as learners and to better assess their needs. In contrast to traditional classrooms, where much of the knowledge transfer one way, from instructor to pupil, in a POGIL classroom, the instructor listens to the beliefs, misconceptions, and previous knowledge of the students as they work through activities. One of these that is particularly relevant to POGIL is the Information Processing Model that shows that long-term memory is affected by previous knowledge, misconceptions, likes and dislikes, among other things. POGIL activities and the facilitation of those activities incorporate models of learning from various research areas. Thus, POGIL activities are developed using the learning cycle. POGIL is based on research on how people learn best. Students quickly recognize that logical thinking and teamwork are as important as getting the correct answer, and this underscores the concept that learning is not a solitary task of memorization, but an interactive process of refining one’s understanding and developing skills that are important in both the classwork and in the workplace. This inquiry-based environment has been shown to energize students and provide instructors with continuous feedback about what their students understand and misunderstand. POGIL is an acronym for Process Oriented Guided Inquiry Learning, and is a research-informed, student-centered instructional approach that simultaneously develops discipline content mastery and key process skills (skills that are valued by employers.) POGIL takes place in a structured environment in which students work cooperatively in self-managed teams on carefully crafted guided inquiry activities. Marcy Dubroff, M.A., Associate Director, POGIL Project Process Oriented Guided Inquiry Learning (POGIL)
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