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Teaching Skills Through Progressive Inquiry: Insights from Team Jupiter

Explore the implementation of Progressive Inquiry (PI) in vocational education through a collaborative project by Team Jupiter. This initiative emphasizes the role of teachers in guiding students to take ownership of their learning processes, encouraging inquiry, and facilitating critical thinking. The focus is on making learning relevant beyond the classroom and fostering a culture of cooperation and shared expertise. Discover effective strategies teachers can adopt to motivate students and create an engaging environment while navigating the complexities of project-based learning.

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Teaching Skills Through Progressive Inquiry: Insights from Team Jupiter

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  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.

  10. 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.

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

  12. 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.

  13. 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.

  14. 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

  15. 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

  16. 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?

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