Transcript Work-Based Learning

MODULE 6
Learning Experiences using
Contextual Learning
3rd
2nd
1st
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
LCT Approaches
LCT strategies were grouped into three approaches:
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
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!
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
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)
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
How to use Contextual Learning?
Engaging students in a real situation!
Service Learning
Place-Based Learning
Lab-Based Learning
Work-Based Learning
How to use Contextual Learning?
Learning is constructed by having a relationship
with:
Learning as a
Group
People and Community
Physical Locality and
Local Experts
Service Learning
Place-Based Learning
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
Part of course
curriculum
How to use Contextual Learning?
Learning is constructed by having a relationship
with:
Physical Locality and Local Experts
(Apprenticeship + Mentoring)
Learning as an
Individual
Out of course
curriculum
On-Campus Lab-Based
Learning
Build Academic Expertise
(develop ability to study
and research)
Work-Based Learning
Build Professional
Expertise (develop
application skills and
interpersonal
relationships)
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
SERVICE LEARNING
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
How it works?
Application at Community
Collecting trash
Class
Instruction
Building community gardens
Repairing and painting damage areas
Organizing charity events
Teaching basic professional skills to community
Performing your professional work to community
REFLECTION
C
O
N
C
L
U
S
I
O
N
S
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
PROJECT
Community
Need
Identify your needs to implement the project:
Resources? People? Time?...
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!
10
Achievements
http://www.studentsinservicetoamerica.org/guidebook/classroom.html
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
PLACE-BASED LEARNING
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!
How it works?
The real context brings learning to life! (Yeager, 2003)
Application at a place
Exploring a watershed
Class
Visiting a museum to learn about a specific
historical issue
Instruction
Learn about the implications of different soil
types by visiting different geographical locations
and exploring the differences among them
REFLECTION
C
O
N
C
L
U
S
I
O
N
S
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 ….)
3 Search for places that would help achieve the learning objectives
4 Develop learning activities to be done at such place
5 Plan and execute the trip
6 Discuss and summarize conclusions
7 Celebrate Achievements!
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
How to get started with
Service Learning and
Place-Based Learning?
Start with the end in mind!
Objectives
& Learning
Goals
Nature
of the
Content
Communicate
with
community
Communication
needs interaction
Explain the
implications of
soil erosion
Soil erosion is one
form of soil
degradation
Learning
experiences
LESSON
PLAN
Service Learning
Students will teach
elderly to use internet
Place-Based
Learning
Students will visit
natural and eroded
areas and observe the
impacts of erosion
On-Campus
Lab-Based Learning
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
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)
How it works?
Students will:
Define the problem and formulate hypothesis / theories
Make observations,
Design their own
Execute the
measure results &
experiments
experiments
analyze data
Confirm conclusions
by repeating the
Discuss results &
experiments or
make conclusions
Communicate results
designing new ones
How to create one?
1
Define the field of study
2
Develop a project proposal
• 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
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
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&acc
no=EJ756062
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
6
Keep and share notebooks and other lab records
Outline your student’s daily tasks and responsibilities in the lab (if
possible, in writing)
7
8
Communicate about overall project progress
Make an effort to get to know your student on an informal basis (it will
encourage a comfortable relationship)
http://www.engineering.cornell.edu/student-services/learning/undergrad-research/tips-mentors.cfm
Work-Based Learning
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
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
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
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
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
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….
How to get started with
Lab-Based and
Work-Based Learning?
The decision to do it is usually up to the students!
At Campus:
Professors and School Administration will work
Lab-Based Learning
together to create work opportunities:
At Companies:
Work-Based Learning
Professors and School Administration will guide students in their decision and give
support throughout the experience
Students will choose according to their learning goals!
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
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
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
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/detailm
ini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ756062&ERICExt
Search_SearchType_0=no&accno=EJ756062
• http://www.engineering.cornell.edu/student-services/learning/undergradresearch/tips-mentors.cfm
• Work-Based Learning:
• Wisconsin Work-based Learning Guide
• http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm