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ERIC Number: ED407514
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Contextual Learning. Resource Bulletin.
National School-to-Work Opportunities Office, Washington, DC.
Contextual learning--also known as "learning by doing, experiential learning, real-world education, or active learning"--has long been advocated for students. In practice, however, schools often offer the opposite: individual learning, independent of tools, dependent upon symbols, and theoretical. Today the school-to-work movement has become one of the strongest proponents of learning situated in settings that require students to interact directly with real experiences. Simply placing a student in a "real-world" context does not guarantee a learning experience, however. Effective contextual learning results from a complex interaction of teaching methods, content, situation, and timing. For programs to work, far-reaching changes must be made in the following areas: (1) curriculum, instruction, and assessment; (2) linkages to workplaces, community organizations, and other contexts; (3) staff development for teachers and employers; (4) school organization; (5) communication; and (6) time for planning and development. The Rindge School of Technical Arts in Massachusetts has developed effective practice in developing community partnerships that have resulted in workplace experiences for students. (KC)
National School-to-Work Office, 400 Virginia Avenue, S.W., Room 210, Washington, DC 20024; 800-251-7236; fax: 202-401-6211; World Wide Web: http://www.stw.ed.gov.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National School-to-Work Opportunities Office, Washington, DC.