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formative assessment and can help give educators a stronger profile on how the intended learning goals, standards and benchmarks fit the curriculum. It is essential to establish and align the intended learning goals of the contextual task at the beginning to create a shared understanding of what success looks like.
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One of the main goals of contextual learning is to develop an authentic task to assess performance. Creating an assessment in a context can help to guide the teacher to replicate real world experiences and make necessary inclusive design decisions. Contextual learning can be used as a form of
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Children learn the standards values, and knowledge of society by raising questions and accepting challenges to find solutions that are not immediately apparent. Other learning processes are explaining concepts, justifying their reasoning and seeking information. Therefore, learning is a social
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Knowledge may be viewed as distributed or stretched over the individual, other persons, and various artifacts such as physical and symbolic tools and not solely as a property of individuals. Thus, people, as an integral part of the learning process, must share knowledge and
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states that humans by nature seek purpose and the desire to make a contribution and to be part of a cause greater and more enduring then oneself. Contextual learning can help bring relevance and meaning to the learning, helping students relate to the world they live in.
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Contextual learning may be useful for child development if it provides learning experiences in a context in which children are interested and motivated. Various experiential learning theorists have contributed to an understanding of contextual
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theory of teaching and learning. Learning takes place when teachers are able to present information in such a way that students are able to construct meaning based on their own experiences. Contextual learning experiences include
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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
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Increasing one’s efforts results in more ability. This theory opposes the notion that one’s aptitude is unchangeable. Striving for learning goals motivates an individual to be engaged in activities with a commitment to
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process which requires social and cultural factors to be considered during instructional planning. This social nature of learning also drives the determination of the learning goals.
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Does the task require students to use processes, products and procedures that simulate those used by people working in a similar field?
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Is there a provision made for continuous formative feedback, from oneself, from teachers and peers to help the students improve?
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Both direct instruction and constructivist activities can be compatible and effective in the achievement of learning goals.
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distributed cognition – constructs that are continually shaped by other people and things outside the individual
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Does the task involve problems that require the students to use their knowledge creatively to find a solution?
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Constructivist learning theory maintains that learning is a process of constructing meaning from experience
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assisting students in learning how to monitor their learning and thereby become self-regulated learners
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Are there clear criteria for students on how the product, performance or service will be evaluated?
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Is there an opportunity for student choice and ownership to the extent that would be.
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Current perspectives on what it means for learning to be contextualized include
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665:. Alexandria, VA: Association for Supervision and Curriculum Development.
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recognizing that teaching and learning need to occur in multiple contexts
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Cognition in practice: Mind, mathematics and culture in everyday life
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Questions to address when defining and developing a contextual task
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Understanding love by Design: Professional
Development Workbook
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Opening Minds, Opening Doors: The
Rebirth of American Education
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The role of context in teacher learning and teacher education
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Are there models of excellence which demonstrate standards?
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Understanding by Design: Professional
Development Workbook
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anchoring teaching in the diverse life context of students
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Learning organizations for sustainable education reform
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Contextual learning has the following characteristics:
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situated cognition – all learning is applied knowledge
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Are the students involved in the assessment process?
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Drive: The surprising truth about what motivates us
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may be too technical for most readers to understand
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411:Does the task fulfill the intended learning goals?
271:encouraging students to learn from each other
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417:Is the task an engaging learning experience?
290:social cognition – intrapersonal constructs
50:Learn how and when to remove these messages
338:. Please do not remove this message until
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420:Is the audience as authentic as possible?
358:Learn how and when to remove this message
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147:Learn how and when to remove this message
334:Relevant discussion may be found on the
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661:Wiggins, Grant; McTighe, Jay (2004).
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640:. New York, NY: Riverhead Books.
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340:conditions to do so are met
259:emphasizing problem solving
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634:Pink, Daniel (2009).
469:Experiential learning
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242:internships
475:References
392:Assessment
348:April 2013
325:neutrality
252:programs.
192:April 2013
107:newspapers
36:improve it
375:learning.
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42:talk page
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508:nsee.org
458:See also
329:disputed
305:Benefits
137:May 2007
178:Please
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