Contextual Learning

According to Hull's (1993) definition of contextual learning, learning occurs only when learners connect information to their own frame of reference:

"According to contextual learning theory, learning occurs only when students (learners) 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). This approach to learning and teaching 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." (p. 41)

Karweit (1993) defines contextual learning as learning that is designed so that students can carry out activities and solve problems in a way that reflects the nature of such tasks in the real world. Research supports the effectiveness of learning in meaningful contexts (Carraher, Carraher & Schleimer, 1985; Lave, Smith & Butler, 1988).

Resnick (1987) points out that schools emphasize symbol manipulation and abstraction instead of the contextualized learning that is used in the world outside of school. She says the problem is that the symbols are detached from their real-world referents. Because they are decontextualized, they have no meaning for students.

Contextual learning is rooted in a constructivist approach to teaching and learning. According to constructivist theory, individuals learn by constructing meaning through interacting with and interpreting their environments. Current perspectives on what it means for learning to be contextualized include the following: situated cognition, social cognition, and distributed cognition. Contextual learning has the following characteristics: emphasizes problem solving; recognizes that teaching and learning need to occur in multiple contexts; assists students in learning how to monitor their learning and thereby become self-regulated learners; anchors teaching in the diverse life context of students; encourages students to learn from each other; and employs authentic assessment. Because constructivist learning theory maintains that learning is a process of constructing meaning from experience, it is congruent with much of adult learning, including self-direction, transformative learning, and situated cognition. Contextual approaches have been particularly popular in adult literacy, welfare-to-work, workplace education, and family literacy programs, where learner contexts are used to integrate academic content with learners' life experiences. When using contextual learning in their classrooms, adult educators should consider the following recommendations for practice: (1) select an

approach reflecting the complex contexts of learners' lives; (2) examine materials for bias; (3) avoid imposing the perspectives of others; and (4) use the group as a resource. (MN)

Contextual Learning is based on a constructivist theory of teaching and learning (Hull 1993). Learning takes place when teachers are able to present information in such a way, so that, students are able to construct meaning from within their own frame of experience. Under a constructivist approach to education, teachers recognize that students perceive the world through individual constructs. Current perspectives on what it means for learning to be contextualized include the following: situated cognition (all learning is applied knowledge), social cognition (intrapersonal constructs), and distributed cognition (constructs that are continually shaped by other people and things outside the individual). Contextual learning has the following characteristics: emphasizes problem solving; recognizes that teaching and learning need to occur in multiple contexts; assists students in learning how to monitor their learning and thereby become self-regulated learners; anchors teaching in the diverse life context of students; encourages students to learn from each other; and employs authentic assessment. Constructivist learning theory maintains that learning is a process of constructing meaning from experience (Imel 2000).[1] Contextual learning may be useful for child development if it provides learning experiences in a context in which children are interested and motivated. Contextual learning structures may include internships, service learning, and study abroadprograms, among others." This definition was formulated in 2002 and presented at the annual conference proceedings of the National Society for

Experimental Education[2] by Michael True.[3]

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:

[edit]Knowledge-based constructivism

Both direct instruction and constructivist activities can be compatible and effective in the achievement of

learning goals. (Resnick and Hall, 1998)

[edit]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.)

[edit]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).

[edit]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).

[edit]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).