Contextualized

Teaching Learning
Presenter: Nikki D. Dela Vega
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 Desired Learning Outcomes
1. Makes learning relevant
2. Engages and motivates
hard-to-reach students.
3. Increases learner confidence &
enthusiasm.
4. Enhances interest in long-term
goals & education.
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 Contextualized Teaching and Learning
Contextualized Teaching and Learning (CTL) is identified as a
promising strategy that actively engages students and promotes
improved learning and skills development.

a “conception of teaching and learning that helps teachers relate

subject matter content to real world situations” (Berns & Erickson,
2001, p. 2)

a “diverse family of instructional strategies designed to more

seamlessly link the learning of foundational skills and academic or
occupational content by focusing teaching and learning squarely
on concrete applications in a specific context that is of interest to
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the student” Chris Mazzeo, 2008, p.4

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 Contextualized teaching and
learning builds upon a similar
concept of putting academic
activities into perspective to
achieve the best teaching and
learning outcomes.
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 Contextualized teaching and
learning approaches have been
proven to be grounded in:
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 7 powerful teaching strategies
for engaged corporate learners
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 It’s All About The Learner
Good teaching strategies begin with planning your course, so by doing this
you will involve your target learners in the whole process, creating more
anticipation and thus more engagement.

It’s this: your content should be learner-centred rather than teacher- or

organization- centered.
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 Destination Differentiation
Every learner is unique.

differentiate your materials. Have levels of challenge built into them. That
way, learners who find learning tasks easy have something more to get
their teeth into, while those who find it a bit tougher can still achieve their
learning objectives. By doing this, you ensure that you will increase
engagement over a broader spectrum of your learners.
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 Address The Individual, Encourage the Group
ensure that tasks have social content – that is, they require collaboration,
whether that is a synchronous online group exercise or an asynchronous
pre/post- task or discussion forum. Deep engagement can be brought about
by the knowledge that one is a participant in a rich learning experience.
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 Variety Is The Spice Of Learning
It doesn’t matter how innovative or initially exciting your Learning product
is – if you approach every learning task in exactly the same way, your
learners will eventually disengage. That’s why it’s crucial to incorporate
different approaches to your materials. Mix and match simulations,
branching scenarios, quizzes, videos, and audio. The greater the variety, the
more engaging the content will be.
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 Keep It Real
Relevance is everything in corporate training. There has to be a concrete,
tangible reason for why something is being studied.

With this in mind, always ensure that your eLearning content points at its
application in the real world. Learners find it deeply satisfying to be able to
apply a newly acquired skill or piece of knowledge immediately after
acquiring it. Where possible, use genuine scenarios and situations as the
basis of what is being taught.
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 Life’s a Game
Game-based learning tasks are great for situations that require
concentration and accuracy, as the learner gets rewarded more as they
improve at the task. You can create game-like environments using virtual
reality, or turn the real world into a gamified learning environment by
using Augmented Reality layers.
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 Be There Just Enough
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 There’s a great phrase about
teaching and learning:

“The best teachers tell you where to

look, but don’t tell you what to see”.
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 Why use a
contextual teaching
learning approach?
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 Contextualized teaching and
learning approaches have been
proven to be grounded in:
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 1) Pedagogical theory

● Pedagogy is the study of the theory and practice of

education. It is concerned with the underlying values and

principles that influence our approaches to learning,

teaching and assessment.

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 ● One of the most powerful pedagogical examples is where

students and teachers produce work and learning together.

The teacher becomes more of a mentor or coach helping

students achieve the learning goal. ... Students can practice

with a partner before attempting to complete their

homework on their own.

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1) Pedagogical theory 18
 ● Howard Gardner’s

Theory of Multiple

Intelligences
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1) Pedagogical theory 19
 Approaches to Teaching Through Pedagogy
● Constructivist

● Collaborative

● Inquiry-Based

● Integrative

● Reflective
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1) Pedagogical theory 20
 ● Constructivist: Learners are actively involved in the

learning process. They create meaning and knowledge of

learning material. Learners do not just passively ingest the

material.
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1) Pedagogical theory 21
 ● Collaborative: Multiple learners work together to learn

material. Small group instruction is based in this concept

where different students contribute and help each other

learn.
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1) Pedagogical theory 22
 ● Inquiry-Based: This pedagogical approach is

problem-based. Students are presented with real world

problems and have the opportunity to solve them. They ask

questions and research further while learning concepts and

materials that they may not even realize they are learning.

Project based learning fits in this category.

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1) Pedagogical theory 23
 ● Integrative: The integrative approach involves multiple academic

disciplines. Common language is used cross-curricular so students

know what teachers are talking about as well as expectations. This is

especially important for reading and writing skills. Based on

common language, students can write in non-English classes more

proficiently. It also shows students that material learned in one

class is beneficial outside those classroom walls.

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1) Pedagogical theory 24
 ● Reflective: This approach is more for the teacher than the

student. The teacher reflects upon lessons, projects, and

assessments to see how they can be improved in the future.

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1) Pedagogical theory 25
 2) “Real world” application

● Rather than teach for the abstract or theoretical world, using

contextual teaching learning strategies helps teachers to prepare

their students to take on real-world challenges.

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 ● What Is Experiential Training?

The ancient Chinese philosopher Confucius once said:

“I hear and I forget. I see and I remember. I do and I

understand.”
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2) “Real world” application
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2) “Real world” application
 3) Specificity

3) Specificity

● The principle of specificity states that training should be relevant

and appropriate to the sport for which the individual is training

in order to produce the desired effect.

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 3) Specificity

4) Speed

● By focusing on the “big picture first” , this approach trains

students much quicker than the traditional

“crawl…toddle…walk…run” approach.
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 Contextual learning
strategies in practice
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 1) Design with the most relevant
approach in mind
There are a number of contextual learning strategies that you can
implement, including Knowledge-based, Skills-based and cognitive
approaches. Make sure that you choose the strategy that’s most
appropriate to the learning you wish to impart to your audience.

For example, while a skills-based approach might work in one

context, in another it might ignore the practical application required
to effectively transfer knowledge regarding a specific learning
objective.
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 2) Design for effectiveness
For a contextualized approach to learning to be effective, it’s not
sufficient to just impart the knowledge or skills required to achieve a
learning objective. You need to design activities that also teach the
procedures, processes and discipline on how and when to apply
those skills and that knowledge in a given context.
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 3) Design for transference
Often, when a student moves from one school to another, they also
need to be able to transfer their skills, knowledge and experiences to
that new environment.
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 4) Design with social consciousness

In today’s generation it is highly multicultural, with students

coming from different ethnicities, cultural, and social backgrounds.
Therefore, it is imperative that when pulling together contextualized
learning activities as part of our teaching. you should also consider
the factor of those students who have social “nuances”.
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 5) Design iteratively
Compared to traditional approaches, contextual learning involves a
slightly different approach to designing learning activities. You need
to be more iterative in designing learning content, by starting with
an immediate focus on broad contextualized learning activities that
learners need to perform as part of their daily work routine first.

You can then build supporting contextual learning activities that

focus on the basic skills and knowledge required to effectively carry
out those broad activities. This approach is repeated in several
iterations, enabling learners to get a better appreciation of the “big
picture” first; and therefore subsequently grasp the “smaller”
nuances that make up that broader view.
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 6) Design for groups
The most successful contextual learning strategies are those that are
designed with groups of learners in mind– as opposed to focusing
on individual learners. That’s because in the real world, learners
must interact with fellow workers, supervisors, management teams,
and a host of other individuals and groups.
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 7) Design assessments appropriately
When designing your contextualized approach to learning, you
should evaluate learners based on authentic assessments, instead of
measuring their command of remembering or blindly performing
specific activities.
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THANK YOU!
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