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ERIC Number: ED472430
Record Type: Non-Journal
Publication Date: 2002-Oct
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
EFF Research Principle: A Contextualized Approach to Curriculum and Instruction. EFF Research to Practice Note.
Gillespie, Marilyn K.
A key concept underlying Equipped for the Future (EFF) relates to its contextualized approach to curriculum and instruction. While drawing on the body of cognitive research, research on the transfer of learning is of key importance for this principle. Effective learning requires not only acquisition but also active application of knowledge, skills, and processes. To encourage transfer to other contexts, effective learning requires the acquisition of a complex knowledge base including content knowledge, skills, and cognitive and metacognitive strategies. Learning is a function not only of the activity but also of the context and culture in which it takes place. The second half of this report presents three examples of program practices that support contextualized learning and reflect EFF theoretical foundations. The examples show the following: (1) how teachers and students use the EFF Framework to construct contextualized learning opportunities that focus on the development and practice of skills the students need to carry out activities and accomplish purposes in their lives; (2) how teachers use the framework to integrate "found lessons" that arise from in- or out-of-class student needs into an overall learning plan; and (3) how students use the framework to identify skills learned and practiced through real-world learning activities. Appendixes include a glossary and a list of 28 references. (YLB)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (free). Tel: 800-228-8813 (Toll Free), Fax: 301-470-1244, TTY/TDD: 800-437-0833, E-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://www.nifl.gov/lincs/collections/eff/masters/03research-prac tice.pdf.
Publication Type: Information Analyses
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Inst. for Literacy, Washington, DC.