Jumat, 21 Juni 2013

CONTEXTUAL BASED LEARNING

 Contextual Teaching and Learning is a perspective to know and address teaching and learning process in nature of knowledge. Throughout relationship both in and out of classroom, Contextual Teaching and Learning aims at making relevant and meaningful experience to students by building knowledge that will have applications to lifelong learning. In general, Contextual Teaching and Learning aims to build collaboration between the university/school and community in ways which are mutually beneficial.
            These are the Contextual Teaching and Learning models that stress on:

  • Delivery of curriculum through contextualized teaching and learning strategies
  • Use of community-based experiences, workplace experiences, and school contexts to inform teaching and learning
  • Preparation of teachers to implement contextual teaching strategies 

   In Contextual Teaching and Learning practice, it typically involves using one or more of the following seven teaching strategies.

1. Problem-based learning
2. Project-based learning
3. Inquiry-based learning
4. Service learning
5. Collaborative learning
6. Authentic assessment
7. Engaging students of various background

            Contextual Teaching and Learning is good chance for learning about how to connect classroom experiences with the real working world. In university, Contextual Teaching and Learning includes faculty connection to control the courses with the future work 
experiences of the learners. By participate in Contextual Teaching and Learning classes orientation of university, the lecture should better understand how to help pupils making sense of what they learn in the context of the working world.

            Examples of contextual teaching and learning theory strategies include:

Problem-based – Contextual Teaching and Learning can begin with a simulated or real problem. Students use critical thinking skills and a systemic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to students’ families, school experiences, workplaces, and communities hold greater personal meaning for students.

Using multiple contexts - Theories of situated cognition suggest that knowledge can not be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is therefore very important. Contextual Teaching and Learning experiences are enriched when students learn skills in multiple contexts (i.e. school, community, workplace, family).

Drawing upon student diversity - On the whole, our student population is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspectives. These differences can be the impetus for learning and can add complexity to the Contextual Teaching and Learning experience. Team collaboration and group learning activities respect students’ diverse histories, broaden perspectives, and build inter-personal skills.

Supporting self-regulated learning - Ultimately, students must become lifelong 
learners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. Contextual Teaching and Learning experiences should allow for trial and error; provide time and structure for reflection; and provide adequate support to assist students to move from dependent to independent learning
.
Using interdependent learning groups - Students will be influenced by and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors.

Employing authentic assessments - Contextual Teaching and Learning is intended to build knowledge and skills in meaningful ways by engaging students in real life, or “authentic” contexts. Assessment of learning should align with the methods and purposes of instruction. Authentic assessments show (among other things) that learning hasoccurred; are blended into the teaching/learning process; and provide students with opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices. 

The 7 Principles of Contextual Teaching and Learning
CTL (contextual teaching and learning) as an approach to learning has 7 principles. These principles underlying the implementation of the learning process by using CTL (contextual teaching and learning). The seven principles include:
1. Constructivism

Constructivism is the process of build or develop new knowledge in students’ cognitive structure based on experience. According to constructivism, the experience is met by the outside, but constructed by and from within oneself. Therefore, the experience is formed by two important factors i.e. the object becomes the subject of observation and ability to interpret the object.



2. Inquiry
The second principle is the inquiry in contextual learning. That is, the learning process is based on a search and discovery through a process of thinking systematically. Knowledge is not the result of considering a number of facts, but the outcome of the process of finding itself. Thus in the planning process, teachers are not preparing a number of materials to be memorized, but stimulate learning that allows students to find their own materials to be understood. 


3. Questioning
Learning is basically asking and answering questions. Questioning can be regarded as a reflection of the curiosity of every individual, while answering the questions reflects a person’s ability in thinking. In the learning process, teacher does not submit the information for granted, but the lure for students to find themselves. Since questioning has very important role, because through the questions teachers can guide and lead students to find any material that is learned.


4. Learning Community
In the contextual teaching and learning CONTEXTUAL TEACHING AND LEARNING) implementation of learning communities can be done by applying learning through study groups. Students are divided into groups whose members are heterogeneous good views of learning ability and speed of learning. Let each other learn in their group, who quickly pushed to help the slow learners. 


5. Modeling
Modeling is a learning process as an example to demonstrate something that can be emulated by every student. For example, the teacher gives examples of how to pronounce a foreign phrase. Gym teacher gave examples on how to throw a ball and so forth.

6. Reflection

Reflection is the process of settling the experience has been learned that is done by re-sorting events or events that have gone through the learning. Through reflection on learning experiences that will be included in students’ cognitive structure that will eventually become part of the knowledge that has been formed.

7. Authentic Assessment

Authentic assessment is the process by the teacher to gather information about the students learning progress. This assessment is needed to determine whether students are actually learning or not. Does knowledge of student learning has a positive influence on both the intellectual and mental development of students

Project-Based Learning

A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.
"The collaborative nature of the investigation enhances all of these valuable experiences ... as well as promotes a greater appreciation for social responsibility (Scott, 1994)." 
 
Building Motivation
Using Multiple Intelligences
PBL Checklists
To help you start using PBL, we've created age-appropriate, customizable project checklists for written reports, multimedia projects, oral presentations, and science projects. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation.

We now have customizable rubrics for multimedia projects, work skills, experiments, oral projects, and many more -- all available at
Project-Based Learning
Project-based learning (PBL) is at the heart of our instructional approach. In PBL, learning is contextual, creative, and shared. Students collaborate on meaningful projects that require critical thinking, creativity, and communication in order for them to answer challenging questions or solve complex problems. By making learning relevant to them in this way, students see a purpose for mastering state-required skills and content concepts. Students aren’t just assessed on their understanding of academic content, but on their ability to successfully apply that content when solving authentic problems. Through this process, project based learning gives students the opportunity to develop the real life skills required for success in today’s world.
New Tech Network schools also uses Problem-based learning. PrBL is a form of inquiry-based instruction used primarily in Mathematics that places the students in several smaller Problem scenarios rather than a single, large Project scenario. Supported by NCTM and the NSF, much of what makes PBL so successful is present in a PrBL environment, including Entry Events, the Need-to-Know (NTK) process, and student-centered scaffolding.

To learn more about PBL in the action, check out the Global Project.
Watch a short video on Project-Based Learning Success, Start-to-Finish.
When developing an idea for a PBL unit, this rubric can help make sure you cover all the basis

NEUROLINGUISTIC PROGRAMMING

Neuro-linguistic programming (NLP) is an approach to communication, personal development, and psychotherapy created by Richard Bandler and John Grinder in California, United States in the 1970s. Its creators claim a relationship between neurological processes ("neuro"), language ("linguistic") and behavioral patterns learned through experience ("programming") and that this can be changed to achieve certain goals in life. Bandler and Grinder claimed that the ability of ordinary people can "model" using the methodology of NLP skills can be acquired by anyone. Andler and Grinder also claimed. that NLP can treat problems such as phobias, depression, habit disorder, psychosomatic diseases, myopia, allergies, colds and learning disorders, often in a single session, has been adopted by a hypnotherapist and seminar marketed to business and government.

       
Review of empirical research shows that the NLP has failed to produce reliable results for its core teachings. Balance of scientific evidence reveals NLP be partially discredited pseudoscience. Scientific reviews show contains many factual errors, fails to produce an outcome confirmed by the supporters. According to clinical psychologist Devilly Grant (2005), NLP has declined consistently. prevalence since 1970. Criticism beyond the lack of empirical evidence for the effectiveness of, say NLP exhibits pseudoscientific characteristics, titles, concepts and terminology as well. NLP serves as an example of pseudoscience for facilitating the teaching of scientific literacy at the professional and college levels. NLP also appears on peer reviewed expert-consensus-based list of discredited interventions. In a study designed to identify the "quack factor" in modern mental health practice,. Norcross et al. (2006) list NLP as possibly or probably discredited for the treatment of behavioral problems. Norcross et al. (2010) list NLP in the top ten most discredited interventions. and Glasner-Edwards and Rawson (2010) list therapy NLP as "certainly discredited".

COMMUNICATIVE LANGUAGE TEACHING

Communicative language teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments  in both Europe and the united State. 
Chomsky had shown that the structural theories of language prevalent at the time could not explain the creativity and variety evident in real communication
comunicationChristopher  Candlin and Henry Widdowson  began to see that a focus on  structure was also not helping language students  

  CLT is usually characterized as a broad approach to teaching, rather than as a method of teaching with a clear set of classroom practice. Thus, it is most often defined as a list of general principles or features. One of the most well known of these lists is David Nunan (1991) five features of CLT:

    
Emphasis on learning to communicate through interaction in the target language.
    
The introduction of authentic texts into the learning situation.
    
Providing opportunities for learners to focus, not only on language but also on the process of learning itself.
    
An increase in learners own personal experiences as important contributing elements to classroom learning.
    
Attempt to link classroom language learning with language activities outside the classroom.These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the relationship between language as taught in their class and as it used outside the classroom. Under the broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is considered a form acceptable and beneficial instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practice and develop language functions, as well as the judicious use of activities focused grammar and pronunciation.In the mid 1990s Dogma 95 manifesto influenced language teaching through movement Dogme language teaching, which states that the published material can withstand the communicative approach. Thus the goal of the Dogme approach to teaching is to focus on real conversations about real subjects so that communication is a learning machine. This communication may lead to an explanation, but that this in turn will lead to further communication.

NATURAL APPROACH

Natural Approach is meant to provide comprehensible input.
Principles of natural
   approach
  • Language teachers have to use the target language.
  • The focus of the communication in language class will be on a topic of interest for their students.
  • Language teachers have to help their students understand. 
Procedures Of  Natutal  Approach
In teaching learning, the students do not have to produce utterances in early stages, the teacher may also provide comprehensible input by using context and the items themselves to make the meanings of the key words clear.
  • In teaching speaking, language learners begin to speak in the target language by producing one or two words, they often begin to speak by responding to yes/no question.
  • In teaching reading and writing, after the students are given commands for early listening comprehension, the teacher writes the commands on the board and asks the students to copy them in their note books.
This can be done by    discussing about :
      -  Task
       -  games

COOPERATIVE LEARNING

Students work together in small groups and learn through interaction with each other while the teacher coaches the process.
5 Major Phases
Teacher clarifies goals, provides a hook and introductory information
Organize student teams with clearly defined roles
Facilitate team activities, including academic learning, social skills & cooperative behavior
Assess student knowledge throughout the process and/or by team presentations
Recognize both group & individual efforts such as active participation and taking responsibility for learning

Phase 1:  Goals, Hook & Introduction
The 3 instructional goals of cooperative learning are:
Academic achievement,
Tolerance and acceptance of diversity, and
Development of social skills
Consider how you will communicate these goals in your introduction
Phase 2:  Teams and Roles
Organize materials, learning experiences and small group activities by paying attention to 4 key features:
Form heterogeneous teams
How students will work together in small groups (Student Teams, Jigsaw, Group Investigation, Think-Pair-Share)
How behavior and results will be recognized or rewarded
Realistic time estimate
Think-Pair-Share

Cooperative Learning Roles May Include …
Group recorder
Materials collector
Reporter
Final copy scribe
Illustrator 
Timekeeper
-          Cheerleader/      Facilitator
Monitor
Messenger

Phase 3:  Facilitate learning, social skills & cooperative learning
-Help with Transitions
-Teach Cooperation

Task Interdependence
Social Skills
     Sharing Skills
     Participation Skills
Communication Skills
Group Skills
     Team Building
Teaching Social and Group Skills
Phase 4:  Assess Throughout and/or with Presentations
Test Academic Learning
Assess Cooperation
Grade Cooperative Learning
Recognize Cooperative Effort

Phase 5:  Recognize Group & Individual Efforts
Find ways to highlight group presentations by displaying results prominently in room.
Maybe invite guests to hear final reports.
Consider summarizing results through newsletters or other forums.
Each individual makes some kind of unique contribution – highlight those.

During today’s activities …
Look for ways the learning experiences could be adapted for your students into cooperative
learning activities
Choose 1 representative to record ideas for each of the 5 phases
Be prepared to share these ideas with the rest of us