Process Oriented Guided Inquiry Learning (POGIL)
Human Anatomy and Physiology
HAPS - POGIL Home Page - POGIL Instructor's Guide
First set of activities to be submitted to POGIL for possible endorsement:
Intro. to Homeostasis
Hormones and Osteoporosis
Determinants of Blood Oxygen Content
Assigning Students to Groups / Assigning Student Roles / Anatomy of a POGIL Activity /
Teacher's Role During a POGIL Activity - Part 1 / Teacher's Role During a POGIL Activity - Part 2
Teacher's Talk About POGIL
Why Use POGIL / Importance of Group Roles / What Students Should Know about POGIL and Group Work
Cards for Student Roles (pdf file) (use one set of cards for each group)
Process Analyst Report Form (pdf file)
Evidence of Personal Effectiveness Resport Sheet (pdf file)
High School Biology POGIL (contains some activites that coule be used in A & P)
Advanced Placement Biology POGIL Workbook.
High School Chemistry POGIL
Background of NSF POGIL Project
In July 2011, forty anatomy and physiology instructors met at Minneapolis Community and Technical College to learn about POGIL (Process Oriented Guided Inquiry Learning). POGIL is a teaching method that has been used in chemistry for over ten years and centers on small groups of students engaging in inquiry-based activities. During the Minneapolis workshop, participants first learned the basics of the POGIL method and then worked in teams to begin developing POGIL activities for anatomy and physiology.
The workshop was the first step in a two-year process to develop 10 to 20 activities specifically for use in introductory anatomy and physiology courses. Eight instructors from the original group were selected to engage in the curriculum revision process and will be meeting periodically over the next few months to revise existing modules and also develop new ones. After two years, the final products will be published by the POGIL main office at minimal costs to instructors. (See below for links to a sample activity.)
These POGIL activities will not replace textbooks or labs, but will provide instructors with an alternative to the traditional lecture approach. To use the activities effectively, instructors should first attend a POGIL workshop to learn the fundamentals of the approach; this is especially important for instructors who are new to group work or “inquiry” based lessons. We will be conducting a series of POGIL workshops and introducing sample POGIL modules at upcoming HAPS meetings in Jacksonville and Tulsa. Our goal is to launch all the curriculum modules at the Las Vegas national meeting in 2013 where several workshops will be offered on how to use the POGIL teaching approach in anatomy and physiology.
Funding for this project comes from the Minnesota State and University System (MnSCU) which provided funds and a location for our first workshop, and a grant from the National Science Foundation which is supporting the overall project (DUE-1044221). The POGIL approach promotes a classroom environment in which students ask and answer questions, work in groups, and engage in discussions. For instructors who enjoy interacting with students, it’s an ideal alternative to traditional lecture.
Regional HAPS Conference -Focus on High School Anatomy and Physiology - October 17 and 18, 2014 Eastview High School Apple Valley Minnesota.
Introduction to POGIL (David M. Hanson, Stony Brook University and Richard S. Moog, Franklin and Marshall College )
Brown, P. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population Advances in Physiology Education. 34(3): 150-155
Eberlein, T., J. Kampmeier, V. Minderhout, R.S. Moog, T. Platt, P. Varma-Nelson, and H.B. White. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education. 36: 262-273.
Workshop Participants - Minneapolis Community and Technical College - July 2011
Minneapolis Workshop - January 2012
NSF Project Title:
Transforming Undergraduate Anatomy and Physiology Education through the Use of Process Oriented Guided Inquiry Learning
Grant Number: DUE-1044221
U OF M IRB Code Number: 1101S95097
To use Process Oriented Guided Inquiry Learning (POGIL) to promote change in the way anatomy and physiology is taught and learned.
This project aims to design and implement inquiry (i.e., POGIL) based lessons for entry-level anatomy and physiology courses.
Specific objectives for this two-year grant include:
a) design a set of 10 to 20 inquiry based learning activities;
b) conduct formative testing in 8 local colleges and modify the materials as needed;
c) widely distribute the revised curriculum through the Human Anatomy and Physiology Society (HAPS);
d) construct a robust web site that will provide support for both teachers and students and submit the final products (curriculum modules and web site) for approval by the POGIL office.
Dr. Brown's Activity List - out sometime in 2014
1. The Language of Science and Medicine
2. Building Blocks of Matter
3. Acids, Bases, and pH - Oh my!
4. Cell Transport Mechanisms
5. Basic Histology
6. Skin and Temperature Control
9. Membrane Potentials
10. The Sliding Filament Theory (This is a two-day activity)
11. Conduction of Action Potentials and Synapses
12. Reflex Arcs - The Simplest Neural Circuits
13. Receptors, receptors, Receptors
14. Endocrine Glands and Hormones
15. Hormone Mechanism of Action
16. Regulation of Hormone Secretion
17. Red Blood Cells
18. ABO and Rh blood groups
20. Cardiac Cycle 1 (systole/diastole, cardiac conduction system)
21. Cardiac Cycle 2 (ECG, pressure differences and valves)
22. Capillary Exchange
24. Innate Immunity
25. Adaptive Immunity - B-cells and Humoral Immunity
26. Adaptive Immunity - T-cells and Cellular Immunity
27. Physiology of the Upper GI tract
28. The Renin-Angiotensin System
29. Water Balance
30. Acid-Base Homeostasis
31. Anatomy of Pulmonary Ventilation
33. The Menstrual Cycle
34. Mendelian Genetics 1 (not POGIL it's PBL)
35. Mendelian Genetics 2 (also PBL)
36. Making a Person, From Zygote to Gastrula