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Contextual Teaching. Some Questions. What is the purpose of the educational system today and in the future? Will lecture-and-test teaching increase student achievement? Will classical content-centered teaching lower the high school dropout rate?

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Presentation Transcript

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Some Questions

  • What is the purpose of the educational system today and in the future?

  • Will lecture-and-test teaching increase student achievement?

  • Will classical content-centered teaching lower the high school dropout rate?

  • Will theoretical teaching help students become better connected with real-life problem-solving issues?


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Contextual Teaching

  • Way individuals learn best

  • Students connect life with knowledge

  • Brain connects knowledge and application

  • Brain connects knowing and doing

  • Brain connects content and context

  • Brain is limited in dealing with material that does not connect


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Try This

  • Memorize the following:

    • Cre

    • Bli

    • Ret


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Development vs Teaching

  • Child development

    • Handle things

    • Explore

    • Knock down, set up, put together

    • Crawl, walk, talk, imitate

  • Teaching process

    • Passive learning

    • Look, sit, listen, memorize


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Contextual Teaching Framework

  • Learning for acquisition of knowledge

  • Learning for application

  • Learning for assimilation

  • Learning for association


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Time

  • Contextual teaching takes more time

  • Teachers are asked to teach more not less

  • Effectiveness determined by students’ performance on standardized tests

    • Do not connect with real life

    • Do not evaluate problem solving

    • Reveal socioeconomic makeup


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Education’s Options

  • College prep curriculum for everyone

  • Dumb down teaching

  • Examine barriers and change approaches


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Study Results

  • Students tried harder and more interested

  • Students behaved better

  • Students accepted more responsibility

  • Greater learning progress


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Work-Based Learning

  • Learning experiences and activities that are based on and in some type of work setting or simulated work setting

  • (apprenticeship, internship, co-op, on-the-job training, career academies, school-based enterprises, job simulation)


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On-the-Job Instruction

  • Coaching as trainee works and produces useful product or provides service

  • Usually occurs at time needed

  • Can occur in some classrooms

  • Projects and exercises designed to provide application of on-the-job skills


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OJT Supervisors Should . . .

  • Provide opportunities for realistic learning

  • Use slack periods for instruction

  • Provide trainees with new technical information

  • Be open to trainee suggestions


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Planning Instruction

  • Analyze task – skills and knowledge

  • Determine needed instruction

  • Plan and schedule instruction

    • (See Figure 14-4, page 259)

  • Provide instruction

  • Evaluate final results

  • Provide for further practice


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Execution of OJT Instruction

  • Relaxed atmosphere

  • Unhurried instruction

  • Provide relevance and advantages

  • Demonstrate one step at a time

  • Explain, demonstrate, test, and make provisions


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Execution of OJT Instruction

  • Trainee should be able to devote attention

  • Allow minor problems at first

  • Direct correction at performance

  • Maintain emotional control

  • Follow instruction with questions

  • Follow up frequently and provide encouragement


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OJT Progress Chart (Figure 14-5)

  • Compares present abilities against present and future requirements

  • Spotlights training needs and records progress

  • Can be used to decide who does what


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Effective Supervision and OJT

  • Two-way communication

  • Appropriate performance standards

  • Participation in planning

  • Team spirit

  • Achievement recognition

  • Analysis of underlying causes of errors

  • Good working conditions


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Effective Supervision and OJT

  • Constructive criticism

  • Atmosphere of approval

  • Coaching to correct defects

  • Effective delegation

  • Clear instructions and assignments

  • Effective training


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Your Turn

  • Prepare an OJT Lesson Plan Outline

    • Flossing and brushing teeth

    • Preparing PB & J sandwich

    • Wash car

    • Bathe dog


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Industry-Based Instruction

  • Benefit – direct application to performance

  • Workers need to update and upgrade skills

  • Sponsored, planned, designed, conducted, and evaluated at job site


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Functional Skills

  • Reading – technical information

  • Writing

  • Speaking

  • Listening

  • Reasoning

  • Computation

  • Computer literacy – WP & SS software


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Soft Skills

  • Interpersonal skills

  • Attitudes

  • Project management

  • Negotiation

  • Decision making

  • Team skills


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Technical Skills

  • Task-specific skills

  • Collect, graph, analyze and program data

  • Recognize alternative solutions

  • Computer-related technology

  • Math and science skills

  • Programming, database management, and Internet usage


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