1. Contributions of Contextual Teaching to Improved Student Learning Richard L. Lynch, PI University of Georgia rlynch@coe.uga.edu (706) 542-4688 www.coe.uga.edu/ctl

2. 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

3. What does it mean to achieve?

4. Why CTL? Research on Teaching and Learning The New Economy Issues of Diversity

5. The Model Foundations & Teaching Practices Constructivism Situated Cognition Cognitive Science Motivation Theory Classroom as community Self Direction Authentic Assessment Diversity Cooperation & Discourse Multiple context Active learning Real world Prior Knowledge Society

6. Illustrative Teaching Approaches Problem-based Learning Project-based Learning Inquiry-based Instruction Work-based Learning Service Learning Collaborative or Cooperative Learning Authentic Assessment

7. 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

8. 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

9. 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

10. 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

11. 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

12. Key Findings - Facilitators to Using CTL Teacher’s 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

13. 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

14. 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

15. “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.” Key Conclusion

16. 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

17. 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

18. 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

19. 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).

20. Related Empirical Studies Where subject is taught in multiple contents…students 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).

21. What does it mean to achieve*? Theoretical and common sense Empirical Personal and societal goals Indicators of success* *measured vs. actual

22. Questions and Discussion