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Contextual Teaching

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?

Melvin
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Contextual Teaching

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  1. Contextual Teaching

  2. 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?

  3. 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

  4. Try This • Memorize the following: • Cre • Bli • Ret

  5. Now memorize these: • Chair • Water • Light

  6. And these . . . • Money • Shopping • Bargains

  7. And finally . . . • Beverly went shopping for bargains.

  8. 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

  9. Contextual Teaching Framework • Learning for acquisition of knowledge • Learning for application • Learning for assimilation • Learning for association

  10. 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

  11. Education’s Options • College prep curriculum for everyone • Dumb down teaching • Examine barriers and change approaches

  12. Study Results • Students tried harder and more interested • Students behaved better • Students accepted more responsibility • Greater learning progress

  13. 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)

  14. 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

  15. OJT Supervisors Should . . . • Provide opportunities for realistic learning • Use slack periods for instruction • Provide trainees with new technical information • Be open to trainee suggestions

  16. 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

  17. Execution of OJT Instruction • Relaxed atmosphere • Unhurried instruction • Provide relevance and advantages • Demonstrate one step at a time • Explain, demonstrate, test, and make provisions

  18. 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

  19. 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

  20. 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

  21. Effective Supervision and OJT • Constructive criticism • Atmosphere of approval • Coaching to correct defects • Effective delegation • Clear instructions and assignments • Effective training

  22. Your Turn • Prepare an OJT Lesson Plan Outline • Flossing and brushing teeth • Preparing PB & J sandwich • Wash car • Bathe dog

  23. Industry-Based Instruction • Benefit – direct application to performance • Workers need to update and upgrade skills • Sponsored, planned, designed, conducted, and evaluated at job site

  24. Functional Skills • Reading – technical information • Writing • Speaking • Listening • Reasoning • Computation • Computer literacy – WP & SS software

  25. Soft Skills • Interpersonal skills • Attitudes • Project management • Negotiation • Decision making • Team skills

  26. 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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