Inquiry-based learning in CTE meant not giving students the easy answer but asking the questions and watching them work together to find answers. This process meant students challenged each other, looked for additional learning on their own, and recognized each other’s gifts and talents to contribute to solutions. It also meant failing and learning from failing. By working together, students encouraged each other to keep trying, asking new questions, and trying new ideas.

Integrative learning meant students connected their learning to the world of work and the impact of that work on the world. John Dowling from Technical College High School Pennock’s Bridge talked about moving from simply showing students how it is important to inflate tires on a cold day to connecting tire inflation to tire wear, gas use, and even global warming. Adding in mathematics and science instruction made learning deeper and more relevant to their lives.

Reflective learning was perhaps the most profound and yet the easiest to integrate. Many times CTE students use their learning, gifts, and natural talents to serve the community. From building little libraries or making toys for Christmas to helping people with their cars or having a free haircut day, students in CTE are impacting people's lives now, not just at some point in the future. Giving time for students to develop their understanding of who they are and how they serve the world through work and empathy has a lifelong impact.