Contextual learning

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Contextual learning is based on a constructivist theory of teaching and learning. [1] Learning takes place when teachers are able to present information in such a way that students are able to construct meaning based on their own experiences. [2] [1] Contextual learning experiences include internships, service learning and study abroad programs. [3] [4]

Contents

Contextual learning has the following characteristics:

Key elements

Current[ as of? ] perspectives on what it means for learning to be contextualized include

Constructivist learning theory maintains that learning is a process of constructing meaning from experience [5] Contextual learning may be useful for child development if it provides learning experiences in a context in which children are interested and motivated. [6] Various experiential learning theorists[ who? ] have contributed to an understanding of contextual learning.[ citation needed ]

Benefits

GRASPS Concept Wheel GRASPS Concept Wheel.jpeg
GRASPS Concept Wheel

Assessment

One of the main goals of contextual learning is to develop an authentic task to assess performance. Creating an assessment in a context can help to guide the teacher to replicate real world experiences and make necessary inclusive design decisions. Contextual learning can be used as a form of formative assessment and can help give educators a stronger profile on how the intended learning goals, standards and benchmarks fit the curriculum. It is essential to establish and align the intended learning goals of the contextual task at the beginning to create a shared understanding of what success looks like. [11] :290–291 Self-directed theory states that humans by nature seek purpose and the desire to make a contribution and to be part of a cause greater and more enduring then oneself. Contextual learning can help bring relevance and meaning to the learning, helping students relate to the world they live in. [12] [ page needed ]

Questions to address when defining and developing a contextual task

See also

References

  1. 1 2 Jasper-Abowei, Florence Ebikiemo; Victor-Ishikaku, Eunice C. (22 May 2023). "Contextual Learning Approach: A Tool for Enhancing Critical Thinking Skills amongst Learners". Central Asian Journal of Social Science. 4 (5): 74, 78, 80. doi:10.17605/OSF.IO/GB2SR . Retrieved 13 May 2025.
  2. Hull, D. (1993). Opening Minds, Opening Doors: The Rebirth of American Education. Waco, TX: Center for Occupational Research and Development. p. 41. ISBN   978-1555024857.
  3. "About Us". Society for Experiential Learning. Retrieved 13 May 2025. The Society brings together educators, business, and community leaders to create and sustain a great variety of experiential learning opportunities, such as internships, micro-experiences, service learning, global experience, and more.
  4. Weinbaum, Alexandra; Rogers, Anne M. (1995). Contextual Learning: A Critical Aspect of School-to-Work Transition Programs (Report). Education Reform and School-to-Work Transition Series. Academy for Educational Development. p. 10, 12, 25. Retrieved 13 May 2025.
  5. Imel, S (2000). Contextual learning in adult education. ERIC Clearinghouse on Adult, Career, and Vocational Education. p. 3.
  6. Cordova, D. I.; Lepper, M. R. (1996). "Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice". Journal of Educational Psychology. 88 (4): 726. doi:10.1037/0022-0663.88.4.715 . Retrieved 13 May 2025.
  7. 1 2 Resnick, Lauren B.; Hall, Megan Williams (1998). "Learning organizations for sustainable education reform". Daedalus. 127 (4): 90–118. Retrieved 13 May 2025.
  8. 1 2 3 Borko, Hilda; Putnam, Ralph T. (1998). "The Role of Context in Teacher Learning and Teacher Education". Contextual Teaching and Learning: Preparing Teachers to Enhance Student Success in the Workplace and Beyond. Information Series. ERIC Clearinghouse on Adult, Career, and Vocational Education. pp. 35–74.
  9. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press. p. 1. doi:10.1017/CBO9780511609268 via Google Books.
  10. Pea, Roy D. (1993). "Practices of distributed intelligence and designs for education". In Salomon, G (ed.). Distributed cognitions (PDF). Cambridge University Press. p. 48.
  11. 1 2 Wiggins, Grant; McTighe, Jay (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN   0-87120-855-5.
  12. Pink, Daniel (2009). Drive: The Surprising Truth About What Motivates Us . New York, NY: Riverhead Books. ISBN   978-1594488849.