contributions of contextual teaching to improved student learning richard l. lynch, pi university of...
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Contributions of Contextual Teaching to Improved Student Learning
Richard L. Lynch, PIUniversity of Georgia
[email protected](706) 542-4688
www.coe.uga.edu/ctl
Study of Novice Teachers
“to better understand the applications of CTL strategies in actual teaching contexts and how this might affect teaching and learning.”
In effect, does CTL Enrich subject matter Engage students in learning Increase student mastery of subject matter
What does it mean to achieve?
Why CTL?
Research on Teaching and Learning
The New Economy
Issues of Diversity
The ModelFoundations & Teaching Practices
Constructivism
Situated Cognition
Cognitive Science
Motivation Theory
Classroom as communitySelf Direction
Authentic Assessment
Diversity
Cooperation & DiscourseMultiple contextActive learning
Real world
Prior Knowledge
Society
Illustrative Teaching Approaches Problem-based
Learning Project-based Learning Inquiry-based
Instruction Work-based Learning Service Learning Collaborative or
Cooperative Learning Authentic Assessment
Study of Novice Teachers
“to better understand the applications of CTL strategies in actual teaching contexts and how this might affect teaching and learning.”
In effect, does CTL Enrich subject matter Engage students in learning Increase student mastery of subject matter
Research Methods Case studies Classroom observations, interviews,
document analysis, seminars with novice teachers
Surveys of middle and high school students in novice teachers’ classes and focus group interviews with them
Cross-case analysis Considerable triangulation of data and
findings
Key Findings – Differences in Teaching Practices
Active learning More movement, noise, fast paced More interaction between teacher
and students and among students; mentoring, nurturing environment
More student-focused, considers diversity; teacher knows students, meets individual needs for learning
Key Findings – Differences in Teaching Practices
Uses community/workplaces as sources of knowledge, project-oriented teaching, real-world contexts
Students “own” their learning, authentic assessments
Less reliance on texts, lecture, memory, note-taking, drills, and tests of recall
Multidisciplinary emphasis
Key Findings – CTL Strategies Commonly Used
Hands-on activities Student collaboration Community involvement Real-world connections Project- and problem-based learning Self-directed and inquiry learning Authentic assessments Use of technology
Key Findings - Facilitators to Using CTL
Teacher’s beliefs and preparation in CTL Positive responses from students Block schedule allowing more time Support and resources – peers,
administrators, other teachers Technology availability Training in college pre-service teacher
education, role models, internships
Key Findings – Barriers to Using CTL
Subject matter requirements Time to develop, prepare, offer Lack of administrative support, funds Student apathy, lack of preparation State curriculum, texts, testing Classroom management concerns Parents role
Key Findings – Effects of CTL on Student Achievement
Students stay on task, more attentive, interested, cooperative
Better recall of materials Students more motivated, connected,
say they learn more with CTL Higher levels of learning process skills Metacognition – making sense of
content, reflection, self-assessment
“While the eight novice teachers implemented CTL strategies in unique ways, all data indicated that CTL strategies enhance student engagement and metacognition and thus improved student achievement and content mastery.”
Key Conclusion
Conclusions
Theory of CTL supported Students said they “learned a lot
more” and regarded the work of these teachers highly
All saw strategies as contributing to success
Barriers and facilitators were aplenty
Conclusions Standardized testing and mandates to
“stay on task,” “cover the material,” “stick to the textbook” (or guide) were frequent impediments, especially in core academic courses
More extensive use of CTL strategies in elective courses, especially service- and work-based learning
Novice teachers believed in CTL Students valued it
Conclusions Teachers saw great transfer of
strategies to nonschool environments Effects on standardized testing warrant
further study; effects on other measures of student achievement seemed high; further study of critical connection between instructional strategies and student achievement is warranted
Teaching involves great complexity
Related Empirical Studies Students whose teachers emphasize higher-order
thinking skills (math) and hands-on learning activities (e.g. lab science) out perform their peers significantly (ETS, 2000)
Students whose teachers receive professional development [on CTL strategies] in working with special populations outperform their peers by more than a full grade level (ETS, 2000)
Studies of the brain indicate that learning occurs faster and more thoroughly when what we are learning is presented in meaningful contexts, rather than as fragmented facts (Caine & Caine, 1991; Resnick, 1995; Hughes, Bailey, & Mechur, 2001).
Related Empirical Studies Where subject is taught in multiple contents…students
are more likely to abstract the relevant features of concepts and to develop a flexible representation of knowledge (Branford et al., 1999).
Evidence indicates that when students are actively engaged in “real issues”… they are more motivated to master content (as cited in MPR, 2002).
Students improved “remarkably” in performance in both math and social studies classes taught with authentic pedagogy [i.e., instructional practices rooted in the real world] (Newman et. al., 1992, 2004).
Evidence indicates that when instruction draws on students’ pre-existing understandings, interests, culture, and real-world experiences, the curriculum becomes more meaningful to them (National Research Council, 2004).
What does it mean to achieve*?
Theoretical and common sense Empirical Personal and societal goals Indicators of success*
*measured vs. actual
Questions and Discussion