Project Learning Progressive Inquiry - How can these skills be taught?

1. Project LearningProgressive Inquiry- How can these skills be taught? Team Jupiter

2. Agenda • Project Learning • Video • Progressive Inquiry • Exercise

3. Project Learning • Interview with MerviJansson at InnoOmnia • http://www.youtube.com/watch?v=RfS0CnjJ9Gs • Teachers role: • Help to get started • Motivate – tell the students why they are doing this way • Be the rock. Be present, guide, but let the students make the decisions

4. Discussion • What would you do to help your coming electricians find their project?

5. PROGRESSIVE INQUIRY • Exercise: We are a group of catering students, who are learning to make chocolate by using PI model.

6. PI model

7. Distributed expertise • Teacher’s role: • Help students understand that the development of information is the responsibility of every student involved in the process. • To make sure that every participant is involved in the process with “own expertise and thoughts” by ensuring students mutual cooperation. • To arrange for experts to be involved in the process. • To encourage students to release their outcomes in various and experimental ways.

8. Setting up the Context • Teacher’s role: • To make sure that inquiry does not focus on learning something just for school. It is essential that teacher agree that the topic is worthy of investigation. • To help the students to determine the direction of the project through joint discussions.

9. Presenting Research Problems • Teacher’s role: • To create a culture in which students are themselves encouraged to pose questions that will be jointly pursued. • To teach things only by following students’ questions. • Not to introduce his/her own thoughts to students. • Sometimes perfectly all right for a teacher to pre-structure students’ activities by selecting questions him/herself.

11. Creating Working Theories • Teacher’s role: • To help the students to acknowledge their background knowledge and assumptions. • To raise the starting problems of the project.

12. Critical Evaluation • Teacher’s role: • To gather the students to assess progress. • To help evaluating the needed information to gain deeper understanding.

13. Searching Deepening Knowledge • Teacher’s role: • To try to ensure collaboration instead of tasks being split into small subtasks. • To make sure information is processed instead of copied. • To guide through variety of sources of information.

14. Developing Deepening Problems • Teacher’s role: • To help dividing questions into small enough sub-questions. • To guide students to critical thinking and to build on their existing knowledge.

15. New Theory • Teacher’s role: • To guide students how to search for new information. • To create an environment where students are confident enough to use their knowledge and are able to develop their explanations and descriptions into new theories. • To guide students to use the support from their studying community

16. Teacher’s role in PB and PI - Guiding and facilitating - Help students take on responsibility themselves - Create an environment that supports learning - Direct students to open their minds and critical thinking

17. Discussion • In the context of vocational education, between PI and PL, which method do you think would be more practical and easier to use in reality? • A team of adult students are arguing and their work is not progressing. What would you do as a teacher to get them back on track? • What do you find the most rewarding in PI model and project learning as a teacher? • Do you feel like having chocolate now?