ABSTRACT
This chapter presents an overview of the key concepts discussed in part 2 of this book. The part explores invention pedagogy from the viewpoint of facilitation and answers the questions of how invention projects are planned, implemented, and evaluated. It begins by delving into the designing, structuring, and orchestrating of the invention process. Further, the part highlights the importance of team teaching and cross-age peer tutoring in invention projects and address the questions concerning student evaluation in nonlinear learning. The facilitation of multifaceted, phenomenon-based invention projects constantly seeks balance between openness and structure. The task for teachers who design, structure, and orchestrate invention projects is to guide student groups in setting goals, team activities, and interactions with consideration of students’ individual needs and the nonlinear nature of the invention process. The facilitation of projects is supported by teachers’ teamwork and tutor-student collaboration.
