Contextual learning

Contextual Learning is reality-based, outside-of-the-classroom experience, within a specific context which serves as a catalyst for students to utilize their disciplinary knowledge, and which presents a forum for further formation of their personal values, faith, and professional development. Beyond the challenge of direct, meaningful experience, contextual learning requires reflection to build lasting cognitive connections. Contextual learning is useful for child development as by providing learning experiences in a context in which they are interested and motivated in they are able to achieve more. Contextual learning structures may include internships, service learning, and study abroad programs, among others." This definition was formulated in 2002 and presented at the annual conference proceedings of the National Society for Experimental Education by Michael True.

Various experiential learning theorists have contributed to an understanding of contextual learning. These include John Dewey, Kurt Lewin, David Kolb, and Peter Ewell.

Underlying Support for Contextual Learning

Contextual Learning builds upon bodies of literature that include theories and writings by John Dewey (1900), Jean Piaget (1929), Jerome Bruner (1966), and theories of Constructivism. Thus, it is an extension of past thinking, theories, testing, and writings. More contemporary work has included syntheses by Lauren B.Resnick and Megan Williams Hall (1998). Examples of theories and themes that relate to Contextual Learning are:

Knowledge-based constructivism

Both direct instruction and constructivist activities can be compatible and effective in the achievement of learning goals. (Resnick and Hall, 1998)

Effort-based learning/incremental theory of intelligence

Increasing one’s efforts results in more ability. This theory opposes the notion that one’s aptitude is unchangeable. Striving for learning goals motivates an individual to be engaged in activities with a commitment to learning. (Resnick and Hall, 1998.)

Socialization

Children learn the standards, values, and knowledge of society by raising questions and accepting challenges to find solutions that are not immediately apparent, along with explaining concepts, justifying their reasoning, and seeking information (ibid.). Indeed, learning is a social process, requiring social and cultural factors to be considered during instructional planning. This social nature of learning also drives the determination of the learning goals (Borko and Putnam, 1998).

Situated learning

Knowledge and learning are situated in particular physical and social context. A range of settings may be used such as the home, the community, and the workplace, depending on the purpose of instruction and the intended learning goals (Borko and Putnam, 1998).

Distributed learning

Knowledge may be viewed as distributed or stretched over (Lave, 1988) the individual, other persons, and various artifacts such as physical and symbolic tools (Salomon, 1993) and not solely as a property of individuals. Thus, people, as an integral part of the learning process, must share knowledge and tasks (Borko and Putnam, 1998). Working together, these theories and others serve as underlying principles upon which the Contextual Learning conception and process is based. Indeed, “the contextual approach recognizes that learning is a complex and multifaceted process that goes far beyond drill-oriented, stimulus- and response methodologies” (Center for Occupational Research and Development, 2000, online, no publisher).

References

Resnick, L. B., & Hall, M. W. (1998). Learning organizations for sustainable education reform

Borko, H., & Putnam, R. T. (1998). The role of context in teacher learning and teacher education. In Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond

Lave, J. (1988) Cognition in practice: Mind, mathematics and culture in everyday life.Cambridge University Press.

Salomon, G. (1993). Distributed cognitions. New York: Cambridge University Press.