Contextual Learning: A Comprehensive Approach to Enhance Learning Experiences, Slides of Social Theory

Download Contextual Learning: A Comprehensive Approach to Enhance Learning Experiences and more Slides Social Theory in PDF only on Docsity! 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 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) 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 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 C O N C L U S I O N S 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 2 3 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 5 6 7 8 9 10 Timeline and schedules, budget, roles, assessment tools etc. 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 C O N C L U S I O N S 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 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) 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 1 http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ756062&ERICExtSearch_SearchType_0=no&acc no=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 1 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 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 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