contextual teaching and learning
Contextual Teaching and Learning (CTL) helps us to the subject content relating to real situations and motivates students to make connections between knowledge and its application in their lives as family members, residents, and employees, and participate in the hard work that learning requires .
Contextual teaching and learning strategies :
Problem-based. Contextual teaching and learning can begin with a simulation or a real problem. Students use critical thinking skills and a systemic approach to the investigation of the problem or issue to be resolved. Students can also use the area some content to this problem. Securities that are relevant to students families, the experience of schools, workplaces and communities have a greater personal meaning for students.
The use of a number of contexts. The theory of situated cognition suggests that knowledge can not be separated from the physical and social context in which it originated. How and where the person acquiring and creating knowledge is very important. CTL experience is enriched when students learn skills in multiple contexts (eg schools, communities, workplaces, families).
Based on the diversity of students. All of our student population is diverse, and with greater diversity comes differences in values, social customs, and perspectives. This difference may be the incentive to learn and can add complexity to the CTL experience. Team Collaboration and group learning respecting the history of the different students, expand perspectives, and build interpersonal skills.
Support for independent learning. Ultimately, the student life-long learners. Lifelong learners can access, analyze and use information with little or no supervision. To do this, students must become more aware of how information, problem-solving strategy, and the use of background knowledge processing. Contextual teaching and learning experiences should allow for trial and error, providing time and structure for reflection, and provide sufficient support to help students to learn from dependency to self.
By means of inter-dependent learning groups. Students will be affected and will contribute to the knowledge and beliefs of others. Group learning, or learning Communities, established in the workplace and schools in an effort to share knowledge, focus on goals and allowed to teach and learn from each other. As set put in the school learning community, teachers act as coaches, counselors and mentors.
Using authentic assessment. Contextual teaching and Learning is designed to build knowledge and skills in meaningful ways to students in real life, or ‘authentic’ contexts involved. Assessment of learning to adapt teaching methods and goals. Authentic assessment indicates (among others) that learning has taken place, mixed in the process of teaching / learning, and offer students the opportunity and direction for improvement. Authentic assessment is used to monitor student progress and to inform educational practices.
Many of the strategies used in classrooms today. Activities such as team teaching, cooperative learning, integrated learning, work-based learning, service learning, problem based learning, and other support Contextual teaching and learning and is already used in many classes and schools. Many educators routinely use these activities to research, creative problem solving to encourage the use of higher order thinking skills. These teachers see the teaching / learning process as a method to help all students meet state and local standards.
Contextual Teaching and learning to be effective, a strategy must be present in the experience of teaching and learning. CTL implementations may not require a drastic change in practice for all educators. This may cause an increase in the practice of the characteristics and others do not. Continuous use and reflection on CTL of the widening and deepening of the knowledge and the ability of educators to learning.
The implementation of contextual teaching and learning has implications for school organization. Some supporters of CTL : .. “This approach is different than other ways of thinking about teaching and learning here, we do not try to improve performance by learning basic addition, classrooms, quiet regular client is not expected. School boards, parents and community members should support this approach to increasing the probability of success … “(Carr, M., et al, 1999., page 2).