Contextual Learning

According to Hull's (1993) definition of contextual learning, learning occurs only

when learners connect information to their own frame of reference:
"According to contextual learning theory, learning occurs only when students
(learners) process new information or knowledge in such a way that it makes
sense to them in their frame of reference (their own inner world of memory,
experience, and response). This approach to learning and teaching assumes that
the mind naturally seeks meaning in context--that is, in the environment where
the person is located--and that it does so through searching for relationships
that make sense and appear useful." (p. 41)
Karweit (1993) defines contextual learning as learning that is designed so that
students can carry out activities and solve problems in a way that reflects the nature of
such tasks in the real world. Research supports the effectiveness of learning in
meaningful contexts (Carraher, Carraher & Schleimer, 1985; Lave, Smith & Butler,
1988).
Resnick (1987) points out that schools emphasize symbol manipulation and
abstraction instead of the contextualized learning that is used in the world outside of
school. She says the problem is that the symbols are detached from their real-world
referents. Because they are decontextualized, they have no meaning for students.

Contextual learning is rooted in a constructivist approach to teaching and learning.

According to constructivist theory, individuals learn by constructing meaning
through interacting with and interpreting their environments. Current perspectives
on what it means for learning to be contextualized include the following: situated
cognition, social cognition, and distributed cognition. Contextual learning has the
following characteristics: emphasizes problem solving; recognizes that teaching and
learning need to occur in multiple contexts; assists students in learning how to
monitor their learning and thereby become self-regulated learners; anchors
teaching in the diverse life context of students; encourages students to learn from
each other; and employs authentic assessment. Because constructivist learning
theory maintains that learning is a process of constructing meaning from
experience, it is congruent with much of adult learning, including self-direction,

transformative learning, and situated cognition. Contextual approaches have been

particularly popular in adult literacy, welfare-to-work, workplace education, and
family literacy programs, where learner contexts are used to integrate academic
content with learners' life experiences. When using contextual learning in their
classrooms, adult educators should consider the following recommendations for
practice: (1) select an approach reflecting the complex contexts of learners' lives;
(2) examine materials for bias; (3) avoid imposing the perspectives of others; and
(4) use the group as a resource. (MN)

Contextual Learning is based on a constructivist theory of teaching and learning (Hull 1993). Learning
takes place when teachers are able to present information in such a way, so that, students are able to
construct meaning from within their own frame of experience. Under a constructivist approach to
education, teachers recognize that students perceive the world through individual constructs. Current
perspectives on what it means for learning to be contextualized include the following: situated cognition
(all learning is applied knowledge), social cognition (intrapersonal constructs), and distributed cognition
(constructs that are continually shaped by other people and things outside the individual). Contextual
learning has the following characteristics: emphasizes problem solving; recognizes that teaching and
learning need to occur in multiple contexts; assists students in learning how to monitor their learning and
thereby become self-regulated learners; anchors teaching in the diverse life context of students;
encourages students to learn from each other; and employs authentic assessment. Constructivist learning
theory maintains that learning is a process of constructing meaning from experience (Imel 2000).
[1]
Contextual learning may be useful for child development if it provides learning experiences in a context
in which children are interested and motivated. Contextual learning structures may
include internships, service learning, and study abroadprograms, among others." This definition was
formulated in 2002 and presented at the annual conference proceedings of the National Society for
Experimental Education[2] by Michael True.[3]

Contextual Learning builds upon bodies of literature that include theories and writings by John
Dewey (1900), Jean Piaget (1929),Jerome Bruner (1966), and theories of Constructivism. Thus, it is an
extension of past thinking, theories, testing, and writings. More contemporary work has included
syntheses by Lauren B.Resnick and Megan Williams Hall (1998). Examples of theories and themes that
relate to Contextual Learning are:
[edit]Knowledge-based

constructivism

Both direct instruction and constructivist activities can be compatible and effective in the achievement of
learning goals. (Resnick and Hall, 1998)
[edit]Effort-based

learning/incremental theory of intelligence

Increasing ones efforts results in more ability. This theory opposes the notion that ones aptitude is
unchangeable. Striving for learning goals motivates an individual to be engaged in activities with a
commitment to learning. (Resnick and Hall, 1998.)
[edit]Socialization

Children learn the standards, values, and knowledge of society by raising questions and accepting
challenges to find solutions that are not immediately apparent, along with explaining concepts, justifying
their reasoning, and seeking information (ibid.). Indeed, learning is a social process, requiring social and
cultural factors to be considered during instructional planning. This social nature of learning also drives
the determination of the learning goals (Borko and Putnam, 1998).
[edit]Situated

learning

Knowledge and learning are situated in particular physical and social context. A range of settings may be
used such as the home, the community, and the workplace, depending on the purpose of instruction and
the intended learning goals (Borko and Putnam, 1998).
[edit]Distributed

learning

Knowledge may be viewed as distributed or stretched over (Lave, 1988) the individual, other persons, and
various artifacts such as physical and symbolic tools (Salomon, 1993) and not solely as a property of
individuals. Thus, people, as an integral part of the learning process, must share knowledge and tasks
(Borko and Putnam, 1998). Working together, these theories and others serve as underlying principles
upon which the Contextual Learning conception and process is based. Indeed, the contextual approach
recognizes that learning is a complex and multifaceted process that goes far beyond drill-oriented,
stimulus- and response methodologies (Center for Occupational Research and Development, 2000,
online, no publisher).