TY  - BOOK
AU  - Simonson,Shawn R.
TI  - POGIL: an introduction to process oriented guided inquiry learning for those who wish to empower learners 
SN  - 9781620365434
AV  - LB1027.23 .P64 2019
U1  - 371.3 23
PY  - 2019///]
CY  - Sterling, Virginia
PB  - Stylus
KW  - Process-oriented guided inquiry learning
KW  - Critical thinking
KW  - Study and teaching
N1  - Includes bibliographical references and index; Part One: Introduction -- Introduction to POGIL, process oriented guided inquiry learning / Richard S. Moog -- Not just a good idea, POGIL has a theoretical foundation / Christopher F. Bauer, Patrick L. Daubenmire, and Vicky Minderhout -- PO: The process / Renee Cole, Juliette Lantz, and Suzanne Ruder -- GI: The guided inquiry / Gina Frey and Susan E. Shadle -- L: The evidence / Stanley M. Lo, Jonathan I. Mendez, and Patrick J. Brown -- Part Two: Implementing -- Group construction and accountability / Megan Hoffman and Susan Richardson -- Activity selection and writing / Clif Kussmaul and Mare Sullivan -- Facilitation / Mare Sullivan and Jennifer Loertscher -- Large classes / Sally Hunnicut, Suzanne Ruder, Katie Amaral, and Ellen Yezierski -- Assessment, metacognition, and grading in POGIL / Shawn R. Simonson -- POGIL in STEM and laboratory classes / Steve Gravelle, Rob Whitnell, and Patrick J. Brown -- POGIL beyond STEM / Sue Guillaud and Margie Ruppel -- What's next? / Richard S. Moog
N2  - "Process Oriented Guided Inquiry Learning (POGIL) is a pedagogy that is based on research on how people learn and has been shown to lead to better student outcomes in many contexts and in a variety of academic disciplines. Beyond facilitating students' mastery of a discipline, it promotes vital educational outcomes such as communication skills and critical thinking. Its active international community of practitioners provides accessible educational development and support for anyone developing related courses. The first part of this book introduces the theoretical and philosophical foundations of POGIL pedagogy and summarizes the literature demonstrating its efficacy. The second part of the book focuses on implementing POGIL, covering the formation and effective management of student teams, offering guidance on the selection and writing of POGIL activities, as well as on facilitation, teaching large classes, and assessment. The book concludes with examples of implementation in STEM and non-STEM disciplines as well as guidance on how to get started. Appendices provide additional resources and information about The POGIL Project"--
ER  -