Contextual Learning: Integrating Real-Life Experiences into Education

1. MODULE 6 Learning Experiences using Contextual Learning 3rd 2nd 1st

2. 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

3. LCT Approaches LCT strategies were grouped into three approaches:

4. Contextual Learning Creating a learning space in a place! Integrates: Classroom instruction Real-life situation Reflection Building: Human Capital Social Capital Cultural Capital Professional Capital

5. Why it is important? The best way to learn abstract concepts! 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). It makes reality relative to self!

6. Contextual Learning Learning in real-life situations! Contextual Learning is: Reality-based experience outside-of-the-classroom 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

7. 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)

8. Why it is important? 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 • 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

9. How to use Contextual Learning? Engaging students in a real situation! Service Learning Place-Based Learning Lab-Based Learning Work-Based Learning

10. How to use Contextual Learning? Learning is constructed by having a relationship with: People and Community Physical Locality and Local Experts Learning as a Group Service Learning Place-Based Learning Part of course curriculum Two-way benefit: Students & Others Mostly one-way benefit: Students will learn from the place Build human, social, cultural and physical capital through volunteer community service Build deeper technical and understanding of a specific locality

11. How to use Contextual Learning? Learning is constructed by having a relationship with: Physical Locality and Local Experts (Apprenticeship + Mentoring) Learning as an Individual On-Campus Lab-Based Learning Work-Based Learning Out of course curriculum Build Academic Expertise (develop ability to study and research) Build Professional Expertise (develop application skills and interpersonal relationships)

12. Examples of Contextual 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 On-Campus Lab-Based Learning Work-Based Learning • Research Assistant • Individual Research Projects • Lab Assistant • Internships or Co-ops • Job Shadowing • School-Based Enterprise

13. SERVICE LEARNING

14. What is it? Community Service + Curriculum Service learning is a teaching approach that engages students to learn and develop through thoughtfully organized community service(Brown, 1998; Swick, 2001). It applies knowledge in real-world , addressing community needs and turning students into responsible citizens

15. How it works? Class Instruction Application at Community C O N C L U S I O N S 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 REFLECTION

16. How to create one? Ten Steps for Bringing Service to Your Classroom ! 1 Define Specific Learning Objectives for your course 2 Assess the Needs and Resources of Your Community and School 3 Form Community Partnerships 4 Select a Project and Begin Preliminary Planning Learning Objectives Community Need PROJECT Identify your needs to implement the project: Resources? People? Time?...

17. How to create one? Ten Steps for Bringing Service to Your Classroom ! 5 Plan Your Project in Detail Timeline and schedules, budget, roles, assessment tools etc. 6 Acquire Necessary Funding and Resources 7 Implement and Manage Project 8 Organize Reflection Activities 9 Assess and Evaluate Your Service Program. Use Rubrics! Achievements 10 http://www.studentsinservicetoamerica.org/guidebook/classroom.html

18. 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

19. PLACE-BASED LEARNING

20. What is it? It is a concrete way of learning abstract concepts! 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!

21. 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 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 REFLECTION

22. How to create one? 1 Define Specific Learning Objectives for your course 2 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 ….) Search for places that would help achieve the learning objectives 3 Develop learning activities to be done at such place 4 5 Plan and execute the trip 6 Discuss and summarize conclusions 7 Celebrate Achievements!

23. 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

24. How to get started with Service Learning and Place-Based Learning? Start with the end in mind! Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN Communicate with community Communication needs interaction Service Learning Students will teach elderly to use internet 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

25. On-Campus Lab-Based Learning

26. What is it? It is an opportunity to practice science much in the way professionals do Students will learn to be a researcher by developing their own experiments or assisting a professor It is provides a clear idea of the academic career! http://www.queensu.ca/ctl/goodpractice/lab/why.html

27. 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)

28. How it works? Students will: Define the problem and formulate hypothesis / theories Design their own experiments Execute the experiments Make observations, measure results & analyze data Communicate results Confirm conclusions by repeating the experiments or designing new ones Discuss results & make conclusions

29. How to create one? Define the field of study 1 Develop a project proposal 2 • 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. 3 Submit to a funding organization http://www.nsf.gov/pubs/2007/nsf07569/nsf07569.htm#prep

30. What professors should do to create opportunities? Professor’s role is to: Indentify university job positions that could be occupied by students Include students in your projects Advise, mentor or guide students while they are developing and implementing their research projects

31. Ten Time-Saving Tips for Undergraduate Research 1 Design a simple project with clear goals 2 Provide hands-on supervision 3 Ensure good communication and explanations 4 Involve students early 5 Sign a student-mentor contract (clarify expectations) 6 Maintain well-written protocols 7 Establish student research communities 8 Capitalize on inexperience 9 Create a template file for student posters 10 Increase retention http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ756062&ERICExtSearch_SearchType_0=no&accno=EJ756062

32. Tips for Research Mentors 1 Assess your student’s interests, knowledge, and abilities 2 Explain the project at the outset and students’ contribution 3 Clearly define your expectations for the student 4 Develop a schedule of regular meetings with the student (Review the student’s research products and give feedback) 5 Keep and share notebooks and other lab records Outline your student’s daily tasks and responsibilities in the lab (if possible, in writing) 6 7 Communicate about overall project progress Make an effort to get to know your student on an informal basis (it will encourage a comfortable relationship) 8 http://www.engineering.cornell.edu/student-services/learning/undergrad-research/tips-mentors.cfm

33. Work-Based Learning

34. What is it? It improves school-to-work transition! Work-based learning occurs when a youth acquires knowledge, skills, attitudes, and habits needed for a particular occupation in a workplace environment 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! http://dpi.wi.gov/cte/workbase.html

35. How it works? School and/or professor will provide opportunities to student interact with future employers: There are many types of work-based activities: Internships or Co-op Job Shadowing School-Based Enterprises

36. How it works? 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 Wisconsin Work-based Learning Guide

37. How it works? Job Shadowing or Practicum 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. 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 http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm Wisconsin Work-based Learning Guide

38. How it works? 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 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 http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm Wisconsin Work-based Learning Guide

39. What professors should do to create opportunities? Professors’ role: Be a networker: - Be in contact with companies, promote partnerships and connect students to work opportunities Be an advisor or counselor: • Help students to understand what would be the benefits of each opportunity; help them to choose - Support students during work experience by clarifying concepts, giving behavioral orientation….

40. How to get started with Lab-Based and Work-Based Learning? The decision to do it is usually up to the students! Professorsand School Administration will work together to create work opportunities: At Campus: Lab-Based Learning At Companies: Work-Based Learning Professorsand School Administration will guide students in their decision and give support throughout the experience Students will choose according to their learning goals!

41. 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 Service Learning Place-Based Learning Contextual learning Lab-Based Learning Work-Based Learning

42. 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

43. 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

44. References • On-Campus Lab-Based Learning: • http://www.nsf.gov/pubs/2007/nsf07569/nsf07569.htm#prep • http://www.queensu.ca/ctl/goodpractice/lab/why.html • http://tep.uoregon.edu/resources/librarylinks/articles/lab.html • http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ756062&ERICExtSearch_SearchType_0=no&accno=EJ756062 • http://www.engineering.cornell.edu/student-services/learning/undergrad-research/tips-mentors.cfm • Work-Based Learning: • Wisconsin Work-based Learning Guide • http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm