Contributions of Contextual Teaching to Improved Student Learning

Richard L. Lynch, PIUniversity of Georgia

rlynch@coe.uga.edu(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