Context-Based-Learning-_-

CLB

2. Allow me to share a random quote
“Learnersintheinternetagedon’tneed
moreinformation.Theyneedtoknow
howtoefficientlyusethemassive
amountofinformationavailableattheir
fingertips.Andthatistodetermine
what’srelevantandwhatisusefulfor
them.Andthatiswherecontext-based
learningbecomeshelpful.”

3. becauseContext-Based Learning
•is not a sage on the stage where
in the teacher monopolizes the
discussion, instead CBL allows us
teachers to be a guide on the
side.

4. 6 KEY ELEMENTS OF CBL
(based on Northwest Regional Education Laboratory)
•Meaningful Learning
The understanding, personal relevance and valuing that a learner attaches to the
content what is to be learned
•Application of Knowledge
The ability to see how what is learned applies to other settings and functions in the
present or future
•Higher Order Thinking
The learner is required to use critical and creative thinking in collecting data,
understanding an issue, or solving a problem
•Standards-related Curricula
The content of the instruction relates to a range and variety of local, state, nation,
association and/or industry standards
•Cultural Responsiveness
Educators must understand and respect the values, beliefs, and customs of our students
•Authentic Assessment
The use of multiple assessment strategies that validity reflect the actual outcomes expected of the
learner.

5. TEACHING and LEARNING CHARACTERISTICS

6. Traditional ModelContext-Based Model
PURPOSE Transmission
of factual
information
Finding,
developing and
applying
knowledge to real
world
TEACHING and LEARNING CHARACTERISTICS

7. ORGANIZATION Classroom
isolated from
the world of
work while
teachers and
students work
alone
Classroom
connected and
patterned to the
community and
workplace
TEACHING and LEARNING CHARACTERISTICS

8. Traditional Model Context-Based
Model
ROLE of TEACHER Transmitter of knowledge Facilitator,
coordinator or a
knowledgeable
guide to finding,
developing and
applying
knowledge
ROLE of STUDENT Passive recipient of lectures and
text reading
Active
engagement in
own learning;
student
constructs
learning thrfacts
and information
through ough
actual workplace
activities
TEACHING and LEARNING Characteristics

9. Traditional Model Context-Based Model
ROLE of
TEACHER
Transmitter of
knowledge
Facilitator,
coordinator or a
knowledgeable
guide to finding,
developing and
applying knowledge
TEACHING and LEARNING Characteristics

10. ROLE of STUDENT Passive recipient
of lectures and text
reading
Active
engagemen
t in own
learning;
student
constructs
learning the
facts and
information
through
actual
workplace
activities
TEACHING and LEARNING Characteristics

11. Traditional Model Context-Based Model
CONTENT Subjects tailored for
verbal and
mathematical/logical
intelligences
Subject application tailored
for seven multiple
intelligences
METHOD Lecture; question and
answer; little attention
to variance in learning
styles
Inquiry; discovery,
contextual learning, and
applied methods
EVALUATION Testing of facts
(e.g., paper and pencil
tests)
Assessment of learning
based on performance and
problem solving
(portfolio assessment)
TEACHING and LEARNING Characteristics

12. Traditional ModelContext-Based Model
CONTENT Subjects tailored
for verbal and
mathematical/logic
al intelligences
Subject application
tailored for seven
multiple intelligences
TEACHING and LEARNING Characteristics

13. WHAT DOES A CLASSROOM LOOK
LIKE?
Conventional Classroom Context-Based Learning
Classroom
Knowledge and the
presentation of knowledge
are the only important
parts of the teaching-
learning process.
Helping students
understand of knowledge
is as important as
dispensing knowledge.
Thinking is usually done
in theoretical and
academic terms
Thinking involves making
the connecting between
knowing and doing with
“real-life” problem-solving
issues.

14. Explanation for
knowledge and the
presentation…
and teaching is done in
theoretical…
More of dispensing the knowledge based on theory, whereas in CBL,
the amalgamation of theory and practical application are part of the
teaching-learning process. It is easier for the learner to embrace
learning if they know the importance or application of the their daily
life.( Life long learning)
Instead of allowing the learners to memorize the possible substitute for
the ingredients, learners are given the activity to choose a of their
favorite viand and prepare it, letting them to provide substitute to some of
the ingredients in the recipe.

15. Conventional Classroom Context-Based Learning
Classroom
Students routinely work
and study alone
Students routinely work
with teachers and peers in
cooperative learning.
Lessons usually begin
with theory or learning
exercises that emphasize
memorizing.
Lessons usually begin with
examples or problems
from real-world
experiences and then
move out to interactively
combine content with
context
WHAT DOES A CLASSROOM LOOK
LIKE?

16. Conventional Classroom Context-Based Learning
Classroom
Students routinely work
and study alone
Students routinely work
with teachers and peers in
cooperative learning.
WHAT DOES A CLASSROOM LOOK
LIKE?

17. WHAT DOES A CLASSROOM
LOOK LIKE?
Lessons usually begin
with theory or learning
exercises that emphasize
memorizing.
Lessons usually begin with
examples or problems
from real-world
experiences and then
move out to interactively
combine content with
context

18. Conventional Classroom Context-Based Learning
Classroom
Academic and vocational
education are approached
as though in isolation
Academic and vocational
education concepts are
integrated wherever
possible.
Teachers tend to plan
lessons and teach in
isolation from colleagues.
Teacher colleagues plan
lessons together and team
teaching wherever
possible
Time is the constant and
competence is the
variable.
Student mastery is the
constant and time is the
variable.

19. WHAT DOES A CLASSROOM
LOOK LIKE?
Academic and vocational
education are approached
as though in isolation
Academic and vocational
education concepts are
integrated wherever
possible.

20. WHAT DOES A CLASSROOM
LOOK LIKE?
Teachers tend to plan
lessons and teach in
isolation from colleagues.
Teacher colleagues plan
lessons together and team
teaching wherever
possible

21. WHAT DOES A CLASSROOM
LOOK LIKE?
Time is the constant and
competence is the
variable.
Student mastery is the
constant and time is the
variable.

22. SUGGESTED PEDAGOGICAL FLOW OF CONCEPT
DEVELOPMENT IN CONTEXT -BASED LEARNING
Observation
and
Discussion
Related
Activity
Concept
Introduction
Experiment
Concept
Development
Concept
Application.
Problems /
Questions

23. Let us enjoy life. Because life
is too short. Make the most
out of it!

24. Thank you!
God Bless us all!

25. 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

26. 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/undergrad-
research/tips-mentors.cfm
•Work-Based Learning:
•Wisconsin Work-based Learning Guide
•http://www.usoe.k12.ut.us/ATE/wbl/Manual/Apprenticeships.htm