ERIC Number: ED477300
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Introduction to Contextual Teaching and Learning. Fastback.
This fastback shows teachers and teacher educators how contextual teaching and learning (CTL) can change classrooms and teacher education programs. It introduces CTL in the classroom through the fictional Ms. Walters, a veteran classroom teacher who implements CTL strategies. The fastback examines the theories that support her instructional practices. It also presents a fictional case study that shows how implementation of CTL can result in teacher education reform at a state university. Two sections focus on: "What is Contextual Teaching and Learning?" (self-regulated learning, teaching and learning in multiple contexts, problem-based learning, interdependent learning groups, and authentic assessment) and "Integrating CTL Into Teacher Education" (legislated education reform, Any state University, launching the Magellan High School Project, instructional strategies, assessment and evaluation in the Magellan Project, and distinct features of Magellan). CTL, with its emphases on problem-based learning, anchoring teaching and learning to students' lives, using the richness of the community as a context for learning, and encouraging students to learn from each other and take responsibility for their own learning formed the basis for education reform in the case illustration. This emphasizes change needed to reform teacher education and improve public schools. (Contains 11 references.) (SM)
Descriptors: Context Effect, Educational Change, Educational Legislation, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Problem Based Learning, Program Evaluation, Public Education, Teaching Methods
Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789 ($10.95). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: email@example.com; Web site: http://www.pdkintl.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.