Contributions of Contextual Teaching to Improved Student Learning

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Contributions of Contextual Teaching to Improved
Student Learning

• Richard L. Lynch, PI
• University of Georgia
• rlynch_at_coe.uga.edu
• [phone]
• www.coe.uga.edu/ctl

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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

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What does it mean to achieve?
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Why CTL?

• Research on Teaching and Learning
• The New Economy
• Issues of Diversity

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The ModelFoundations Teaching Practices
Classroom as community
Constructivism
Self Direction
Authentic Assessment
Situated Cognition
UGA CTL Teachers
Society
Diversity
Cognitive Science
Prior Knowledge
Real world
Cooperation Discourse
Motivation Theory
Multiple context
Active learning
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Illustrative Teaching Approaches

• Problem-based Learning
• Project-based Learning
• Inquiry-based Instruction
• Work-based Learning
• Service Learning
• Collaborative or Cooperative Learning
• Authentic Assessment

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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

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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

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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

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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

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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

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Key Findings - Facilitators to Using CTL

• Teachers 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

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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

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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

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Key Conclusion

• 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.

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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

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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

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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

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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).

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Related Empirical Studies

• Where subject is taught in multiple
  contentsstudents 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).

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What does it mean to achieve?

• Theoretical and common sense
• Empirical
• Personal and societal goals
• Indicators of success
• measured vs. actual

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• Questions and Discussion