Ancient Greece

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Ancient Greece

• IT supported Progressive Inquiry Project
• ( applying the pedagogical model)
• ITF 2007

Huhtinen School, Porvoo, Finland Minna
Perokorpi-Sulin Markku Antinluoma
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The Aims of This Project

• Learn by applying progressive inquiry, supported
  by IT
• Learn by taking into consideration different
  learning styles
• Carry curriculum through
• Make teaching more versatile
• Integrate different subjects
• Develop information technology skills
• Develop co-operation skills (collaborative
  working)
• Create The Ancient Greece website
• Further development as international co-operation

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The Making of this Material

• Integration of different subjects
• - Finnish language
• - History
• - Arts
• - Information technology
• Use of IT
• - MS Word word processing (s)
• - Paint Shop Pro image editing (s)
• - Hot Potatoes exercise editing (s)
• - Evrsoft first page 2006 web designing
  (s, t)
• - Real Media Player sound recording (s,
  t)
• - Wickispaces part of evaluation (s,t)
• - MS Publisher brochures (t)
• - MindMeister teachers planning (t)
• - IE, E-mails (s,t)
• - text messages by phone (s, t)
• - use of digital camera and scanner (s, t)
• - MS Photostory producing art stories
  (s)
• - MSPowerPoint presantation (t)

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Participants of the Project

• Classes 6A and 6B of the Huhtinen School
• Teachers of both classes
• 2 school assistants
• Altogether 58 persons
• The Minsterworth School, UK and The 1st. School
  of Platykampos, Greece
• Some students of the Linnankoski High School and
  Linnajoki Upper Secondary School

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The Process according to progressive inquiry
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Distributed Expertise
The Minsterworth School, UK
Teachers of Linnajoki Upper Secondary School
2 School assistants of the Huhtinen School
Distributed Expertise
Teachers of both classes and
Teachers of Linnajoki High School
Some students of The Linnankoski High School
and Linnajoki Upper Secondary School
Classes 6A And 6B of the Huhtinen School
The 1st School of The Platykampos, Greece
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Working by applying Progressive inquiry
Elements according http//www.helsinki.fi/science/
networkedlearning
Setting up the Context and presenting research
problems
Creating working theories
New Theory
Critical evaluation and searching deepening
knowledge
Developing deepening problems
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Using IT-skills
Word processing by using keywords.
Recording the voices.
Editing Hot Potatoe Exercises.
Designing web pages.
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Evaluation (http//theancientgreece.wikispaces.com
/ )
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Teachers planning - think together (MindMeister)
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The Mosaic Technique
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The Forcing Technique
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The Pencil Technique
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The Water Colour Technique
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Basic Text, Concepts and Sounds in Finnish,
English and Swedish
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The Main Page
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Exercise Page crosswords, cap fill, matching.
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Results

• Where did we succeed?
• Students were motivated, IT-skills improved
• The aims of the curriculum were reached
• Learning by applying Progressive inquiry led to
  deeper understanding
• Learning happened during working process, more
  than in using sites only
• Learning results were improved by15-20, compared
  with former summative evaluations
• Working in project and co-operation
  (collaborative) skills developed
• The Ancient Greece website was created
• What should we develop.
• Researching problems was based more on questions
  what, were, when, instead of questions why
  and how
• Setting up the context and the problems was not
  documented well enough - use of learning
  environment would have helped
• Presenting and documenting the idea development
  process
• Make evaluation steps clearer
• Keeping up with the timetables