1. Contextual Teaching

2. Some Questions What is the purpose of the educational system today and in the future? Will lecture-and-test teaching increase student achievement? Will classical content-centered teaching lower the high school dropout rate? Will theoretical teaching help students become better connected with real-life problem-solving issues?

3. Contextual Teaching Way individuals learn best Students connect life with knowledge Brain connects knowledge and application Brain connects knowing and doing Brain connects content and context Brain is limited in dealing with material that does not connect

4. Try This Memorize the following: –Cre –Bli –Ret

5. Now memorize these: –Chair –Water –Light

6. And these... –Money –Shopping –Bargains

7. And finally... –Beverly went shopping for bargains.

8. Development vs Teaching Child development –Handle things –Explore –Knock down, set up, put together –Crawl, walk, talk, imitate Teaching process –Passive learning –Look, sit, listen, memorize

9. Contextual Teaching Framework Learning for acquisition of knowledge Learning for application Learning for assimilation Learning for association

10. Time Contextual teaching takes more time Teachers are asked to teach more not less Effectiveness determined by students’ performance on standardized tests –Do not connect with real life –Do not evaluate problem solving –Reveal socioeconomic makeup

11. Education’s Options College prep curriculum for everyone Dumb down teaching Examine barriers and change approaches

12. Study Results Students tried harder and more interested Students behaved better Students accepted more responsibility Greater learning progress

13. Work-Based Learning Learning experiences and activities that are based on and in some type of work setting or simulated work setting (apprenticeship, internship, co-op, on-the- job training, career academies, school- based enterprises, job simulation)

14. On-the-Job Instruction Coaching as trainee works and produces useful product or provides service Usually occurs at time needed Can occur in some classrooms Projects and exercises designed to provide application of on-the-job skills

15. OJT Supervisors Should... Provide opportunities for realistic learning Use slack periods for instruction Provide trainees with new technical information Be open to trainee suggestions

16. Planning Instruction Analyze task – skills and knowledge Determine needed instruction Plan and schedule instruction –(See Figure 14-4, page 259) Provide instruction Evaluate final results Provide for further practice

17. Execution of OJT Instruction Relaxed atmosphere Unhurried instruction Provide relevance and advantages Demonstrate one step at a time Explain, demonstrate, test, and make provisions

18. Execution of OJT Instruction Trainee should be able to devote attention Allow minor problems at first Direct correction at performance Maintain emotional control Follow instruction with questions Follow up frequently and provide encouragement

19. OJT Progress Chart (Figure 14-5) Compares present abilities against present and future requirements Spotlights training needs and records progress Can be used to decide who does what

20. Effective Supervision and OJT Two-way communication Appropriate performance standards Participation in planning Team spirit Achievement recognition Analysis of underlying causes of errors Good working conditions

21. Effective Supervision and OJT Constructive criticism Atmosphere of approval Coaching to correct defects Effective delegation Clear instructions and assignments Effective training

22. Your Turn Prepare an OJT Lesson Plan Outline –Flossing and brushing teeth –Preparing PB & J sandwich –Wash car –Bathe dog

23. Industry-Based Instruction Benefit – direct application to performance Workers need to update and upgrade skills Sponsored, planned, designed, conducted, and evaluated at job site

24. Functional Skills Reading – technical information WritingSpeakingListeningReasoningComputation Computer literacy – WP & SS software

25. Soft Skills Interpersonal skills Attitudes Project management Negotiation Decision making Team skills

26. Technical Skills Task-specific skills Collect, graph, analyze and program data Recognize alternative solutions Computer-related technology Math and science skills Programming, database management, and Internet usage