MODULE 6

Learning Experiences using Contextual Learning

1st

2nd

3rd

Learning Objectives

• What is the purpose of using Contextual Learning?

• How to use Contextual Learning in a course?

• How to create and use:

• Service Learning Activities

• Place-Based Learning Experiences

• Lab-Based Learning Experiences

• Work-Based Learning Experiences

LCT Approaches

LCT strategies were grouped into three approaches:

Building:

Integrates:

Contextual Learning

Creating a learning space in a place!

Classroom instruction

Real-life situation

Reflection

Human Capital

Social Capital

Cultural Capital

Professional Capital

Why it is important?

Research shows that not all people learn best abstractly. In fact, most

people learn best through informal, contextual experiences (Caine and Caine,

1991, Gardner, 1983, Kolb, 1984).

The best way to learn abstract concepts!

It makes reality relative to self!

Contextual Learning

Learning in real-life situations!

outside-of-the-classroomReality-based experience

Done within a specific context:

Context serves as a catalyst for students to utilize their disciplinary knowledge

Context presents a forum for further formation of their personal values, and professional development.

http://en.wikipedia.org/wiki/Contextual_learning

Contextual Learning is:

Why it is important?

"According to contextual learning theory, learning occurs only when

students process new information or knowledge in such a way that it makes

sense to them in their frame of reference (their own inner world of

memory, experience, and response). (Hull, 1993)

Contextual Learning assumes that the mind naturally seeks meaning in

context--that is, in the environment where the person is located--and that

it does so through searching for relationships that make sense and

appear useful." (Hull, 1993)

Why it is important?

- Help teacher to communicate effectively the reason for, the meaning of, and the

relevance of what it is being studied

http://www.texascollaborative.org/WhatIsCTL.htm

It is the best way to:

- Help students to make sense of what is being taught by converting abstract

knowledge into real understanding

- Make individual lessons be understood as interconnected pieces that build upon

each other

How to use Contextual Learning?

Engaging students in a real situation!

Place-Based LearningService Learning

Lab-Based Learning Work-Based Learning

How to use Contextual Learning?

People and Community

Part of course curriculum

Service Learning Place-Based Learning

Physical Locality and Local Experts

Learning is constructed by having a relationship with:

Build human, social, cultural and physical

capital through volunteer community service

Build deeper technical and understanding of a

specific locality

Learning as a Group

Two-way benefit:Students & Others

Mostly one-way benefit:Students will learn from

the place

How to use Contextual Learning?

On-Campus Lab-Based Learning

Work-Based Learning

Physical Locality and Local Experts(Apprenticeship + Mentoring)

Learning is constructed by having a relationship with:

Build Academic Expertise (develop ability to study

and research)

Build Professional Expertise (develop

application skills and interpersonal relationships)

Out of course curriculum

Learning as an Individual

Examples of Contextual Learning:

On-Campus Lab-Based Learning

Work-Based Learning

Service Learning Place-Based Learning

• Science class about pollution complemented with an activity of collecting trash in an urban area

• Growing corn: from planting the seeds until harvesting

• Study-abroad programs• Field study trips: learn history,

nature and environment

• Internships or Co-ops• Job Shadowing

• School-Based Enterprise

• Research Assistant• Individual Research Projects

• Lab Assistant

SERVICE LEARNING

What is it?

It applies knowledge in real-world ,

addressing community needs and

turning students into responsible

citizens

Service learning is a teaching approach that engages students to learn and

develop through thoughtfully organized community service (Brown, 1998;

Swick, 2001).

Community Service + Curriculum

How it works?

Class

Instruction

Application at Community

Collecting trash

Building community gardens

Repairing and painting damage areas

Organizing charity events

Teaching basic professional skills to community

Performing your professional work to community

CONCLUSIONS

REFLECTION

How to create one?Ten Steps for Bringing Service to Your Classroom !

Define Specific Learning Objectives for your course1

Assess the Needs and Resources of Your Community and School

Form Community Partnerships

Select a Project and Begin Preliminary Planning

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4

Learning Objectives

Community Need

PROJECT

Identify your needs to implement the project:

Resources? People? Time?...

How to create one?Ten Steps for Bringing Service to Your Classroom !

Plan Your Project in Detail

Acquire Necessary Funding and Resources

Implement and Manage Project

Organize Reflection Activities

Assess and Evaluate Your Service Program. Use Rubrics!

Achievements

http://www.studentsinservicetoamerica.org/guidebook/classroom.html

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Timeline and schedules, budget, roles, assessment tools etc.

How to create one?

Some tips!

Plan for a minimum of 40 hours activity over a school year

Work with students in order to draw the connections between what the students are

doing and what they should be learning

Give time to reflect on their service. That may involve asking students to keep a journal, or having teachers and organizers lead discussions or coordinate activities that get participants to analyze and think critically about their service.

Give students leadership roles in all phases of the project. Students should have a role not only in executing the service project, but also in making decisions about its development.

Grade students based on what they learned.

http://www.studentsinservicetoamerica.org/guidebook/classroom.html

PLACE-BASED LEARNING

What is it?

It assumes that learning is rooted in the uniqueness of a place - history,

environment, culture, economy, literature, art etc. Students learn through real

interaction by investigating, exploring and taking action in their local area.

Students will

be there, see it,

touch it, feel it

and internalize it!

It is a concrete way of learning abstract concepts!

How it works?

The real context brings learning to life! (Yeager, 2003)

Class

Instruction

Application at a place CONCLUSIONS

REFLECTION

Exploring a watershed

Visiting a museum to learn about a specific

historical issue

Learn about the implications of different soil

types by visiting different geographical locations

and exploring the differences among them

How to create one?

Select the objectives that:

- Are based on abstract concepts

- Would be better achieved by having a closer contact with the subject

(students would understand better by seeing, feeling, touching ….)

Define Specific Learning Objectives for your course1

2

Search for places that would help achieve the learning objectives 3

Develop learning activities to be done at such place4

Plan and execute the trip5

Discuss and summarize conclusions6

Celebrate Achievements!7

How to get started with

Service Learning and

Place-Based Learning?

Opportunities can already exist or be created!

There are identified communities’ needs or places of interest!

Start with the desired outcomes

Next Slide

Analyze what students will gain through this activity and see if it applies to the course curriculum

Nature of the

Content

Learning experiences

LESSON PLAN

Objectives & Learning

Goals

Communicate with community

Communication needs interaction

Service LearningStudents will teach elderly to use internet

How to get started with

Service Learning and

Place-Based Learning?

Start with the end in mind!

Explain the implications of soil erosion

Soil erosion is one form of soil degradation

Place-Based Learning

Students will visit natural and eroded areas and observe the impacts of erosion

On-Campus Lab-Based Learning

What is it?

Students will learn to be a researcher by developing their own experiments or

assisting a professor

It is an opportunity to practice science much in the way professionals do

http://www.queensu.ca/ctl/goodpractice/lab/why.html

It is provides a clear idea of the academic career!

How it works?

It is a learning experience outside of the course curriculum!

Can be done in the summer or during the semester

Student can be member of a research group

Student can be assisting a professor (assistantship)

Student can be developing an independent project (Honors project)

How it works?

Define the problem and formulate hypothesis / theories

Execute the

experiments

Make observations,

measure results &

analyze data

Discuss results &

make conclusions

Confirm conclusions

by repeating the

experiments or

designing new ones

Communicate results

Design their own

experiments

Students will:

Define the field of study

How to create one?

Develop a project proposal

• Project's objectives and activities

• Principal Investigator

• Students to be recruited and their role in the research

• Other organizations involved in the project's operation

• Timeline: summer activity? academic year?

• Project evaluation and reporting, etc.

Submit to a funding organization

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http://www.nsf.gov/pubs/2007/nsf07569/nsf07569.htm#prep

Professor’s role is to:

Indentify university job positions that could be occupied by students

Advise, mentor or guide students while they are developing and implementing their

research projects

What professors should do to create opportunities?

Include students in your projects

Design a simple project with clear goals

Ten Time-Saving Tips for Undergraduate Research

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http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ756062&ERICExtSearch_SearchType_0=no&accno=EJ756062

Provide hands-on supervision2

Ensure good communication and explanations3

Involve students early4

Sign a student-mentor contract (clarify expectations)5

Maintain well-written protocols6

Establish student research communities7

Capitalize on inexperience8

Create a template file for student posters9

Increase retention10

Assess your student’s interests, knowledge, and abilities

Tips for Research Mentors

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http://www.engineering.cornell.edu/student-services/learning/undergrad-research/tips-mentors.cfm

Explain the project at the outset and students’ contribution2

Clearly define your expectations for the student3

Develop a schedule of regular meetings with the student (Review the

student’s research products and give feedback)

4

Keep and share notebooks and other lab records5

Outline your student’s daily tasks and responsibilities in the lab (if

possible, in writing)6

Communicate about overall project progress7

Make an effort to get to know your student on an informal basis (it will

encourage a comfortable relationship)8

Work-Based Learning

What is it?

Interning at a workplace provides a firsthand look at

what skills are needed, how knowledge learned

in school is put into action in the workplace, and

informs the student about career choice

It provides a clear connection between future career and class work!

It improves school-to-work transition!

http://dpi.wi.gov/cte/workbase.html

Work-based learning occurs when a youth acquires knowledge, skills, attitudes, and

habits needed for a particular occupation in a workplace environment

How it works?

School and/or professor will provide opportunities to student interact with future employers:

Internships or Co-op Job Shadowing

There are many types of work-based activities:

School-Based Enterprises

How it works?

Wisconsin Work-based Learning Guide

Internship or Co-op

It is an workplace experience in which students complete a series of

activities or project(s) and achieve a set of learning objectives designed to

give a broad understanding of a business or occupational area

It may be highly structured or not

It may be paid or not

It may be for credit or not

It may be done in the summer or during the semester

It is a workplace experience (typically three to six hours per week) during

which a student spends time, one-on-one, with an employee observing

daily activities and asking questions about the job and the industry. Students

are also given the opportunity to do hands-on activities at the workplace.

Job Shadowing or Practicum

Wisconsin Work-based Learning Guide

How it works?

http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm

It can also be an activity in which students will interview a professional and

learn about his routine and work activities

It is usually done within a course and for credit

School-Based Enterprises

School-based enterprises allow students to put into practice what they learn in

the classroom by running an actual small businesses. While participating in

these activities, students learn overall business operations such as managing

costs, ordering supplies, working under pressure, conserving supplies and

maintaining facilities

Wisconsin Work-based Learning Guide

How it works?

http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm

It is an extracurricular activity in which students will provide services to

companies, like a consulting company, and use the proceeds to fund the

group activities

Clubs can also be considered a School-Based Enterprise

What professors should do to create opportunities?

Be a networker:

Professors’ role:

- Support students during work experience by clarifying concepts, giving behavioral

orientation….

Be an advisor or counselor:

- Help students to understand what would be the benefits of each opportunity; help

them to choose

- Be in contact with companies, promote partnerships and connect students to work

opportunities

How to get started with

Lab-Based and

Work-Based Learning?

The decision to do it is usually up to the students!

Students will choose according to their learning goals!

Professors and School Administration will work

together to create work opportunities:

At Campus:

Lab-Based Learning

At Companies:

Work-Based Learning

Professors and School Administration will guide students in their decision and give

support throughout the experience

Contextual learning

Summary

Contextual Learning bring knowledge to life!

It engages students in real-life and outside-of-the-classroom experiences,

which prepare students to face professional and civic life

Place-Based LearningService Learning

Lab-Based Learning Work-Based Learning

Learning Objectives

• What is the purpose of using Contextual Learning?

• How to use Contextual Learning in a course?

• How to create and use:

• Service Learning Activities

• Place-Based Learning Experiences

• Lab-Based Learning Experiences

• Work-Based Learning Experiences

References

• Contextual Learning:

• http://en.wikipedia.org/wiki/Contextual_learning

• http://www.texascollaborative.org/WhatIsCTL.htm

• Service Learning:

• http://www.studentsinservicetoamerica.org/guidebook/classroom.html

• Place-Based Learning:

• http://dpi.wi.gov/cte/workbase.html

References