POGIL (Process Oriented Guided Inquiry Learning) is a teaching method where students work in groups to answer questions about a model or concept without being directly taught the answer. It differs from team-based learning (TBL) which focuses more on applying concepts that were directly taught. POGIL is used to guide student discovery of new content through questions, while TBL applies previously learned material. The document provides instructions for creating a POGIL exercise including developing content and process objectives, guiding questions without direct answers, and an application exercise. It also outlines upcoming class sessions on instructional project guidelines and case-based learning.

2. What’s a POGIL?
How does it differ from a team-based
learning (TBL) exercise?
When would you use POGIL and when
would you use TBL?
Inductive Task

3. Watch the following Prezi on How to
Create a POGIL
Input Task

4. Consider your specialty and someone else’s to teach new
content to learners; organize in groups 2-3
Decide what content you want to teach in a POGIL exercise
You need a model, framework, or image(s) for exploration
and discovery: What will you use?
Write 2 or 3 content objectives
Write 1 process objective
Develop several questions that will guide learners to
discover what you want them to learn without telling.
Implementation Task

5. How does the act of guiding learners through questions
appeal to you as an instructor?
What benefits do you perceive it will have for the learner?
POGIL exercises have three major areas. How will you create
an application exercise for your POGIL?
Integration Task

6. Upcoming Class Sessions!
Review the requirements for your final project
• Look on the blog for Instructional Project guidelines
• Review the rubric for grading the project
• After our session on Case-based learning, you should be
ready to commit to a project design
Prepare for Case-based learning on March 12
Choose the topic you want to present from Appendices;
these are presented on March 26 and April 9

7. Topics in the Appendices
of How Learning Works
Self-Assessment
Concept Maps
Rubrics
Learning Objectives
Ground Rules
Exam Wrappers
Checklists
Reader Response and Peer Review
Present in pairs
Supplement content
in text
Specify how topic can
be used in medical
education
Can share handouts;
engage group in
short, experiential
exercise
No more than 20
minutes
Peers to evaluate
using presentation
rubric