The Whale Class

Use this page to enter into discussions about the theory of Contextual Learning & Teaching.

As you will notice from the readings, situated cognition and communities of practice from the basis on our class. Situated learning theory can be summarized as those things that you might learn naturally because you are interested in them. You rarely have to be taught because you are motivated to learn.

Communities of practice is a socialization theory about how we become members of the various communities in which we particiapte as a natural part of our lives. A community is a group of individuals pursuing a common goal. Those individuals eventually adopt practices that are shared with new members. Over time you begin to make meaning from your participation in the community provided that you participate fully and remain interested in achieving the enterprise of the community. Eventually, your identity is changed as you become a full member of the community of practice.

We will primarilty look at these thoeires as a way to formulate teaching practices. We will look at multiple intelligences, reflective judgment, reflective practice, constructivism, and learning transfer as a part of this class.

I will be using a new framework for contextual learning and teaching this year. I toyed with it some last year and now it is published in the forthcoming book that Barb and I just finished.

Here is brief section from the final chapter of the book that explains my emerging model:

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<h1>Contextual Teaching for Professional Reasoning
Because we are very concern about promoting clinical and professional reasoning it important to provide a model for contextual teaching that promotes such higher order thinking. Earlier in this book we wrote about the how experiences and reflection can be thought of as twin instructional dynamics (Schell, 2001). We have developed a circular model that illustrates the intersection of learning and teaching. Our model is, in part, based on John Dewey’s point of “emancipation and enlargement of experience” (Jeffs & Smith, 2005, p.2-3). For Dewey and others authentic experiences provide an excellent setting for interaction between student and teacher as a way: (a) to provide instruction and co-construction of knowledge, (b) for learners to articulate their constructed knowledge, and then to (c) reflect on that constructed knowledge as a way to make meaning. The circle is then completed as the learner reinterprets the environment in light of their more advanced perspective(s). This continuous cycle means additional opportunities to reengage in the learning cycle when the learner has obtained higher and higher levels of expertise. This brings about even greater levels of sophistication and insight as learners and teachers continue the leaning-teaching cycle. The model is illustrated in Figure 16-4.


<fig 16-4>


<dfig 16-4> Model for Contextual Teaching for Professional Reasoning

(FIGURE IS POSTED IN THE PHOTO GALLERY)

<h2>Shared experiences in authentic contexts. This model of instruction begins with the same assumption made by John Dewey in the late 19th Century: Experience, learning and reflection are all connected. Learners begin our model as they engage in OT experiences purposely set in authentic learning environments. As we have stated in many places in this book learning and teaching is most effective when it is experience-based and should occur in genuine contexts when it is practical. Given financial, institutional, ethical and practical reasons it is not always possible to provide instruction in the context of actual occupational therapy. However, our belief is to promote the idea that contexts should be authentic. Or, as we stated earlier: The realer the better! It is important that the instructor should also be engaged with the students as they encounter an experience. In this way the teacher has a common repertoire upon which to draw later during instructional phases. Teachers can arrange for learners to have specific experiences that will cause them to engage in specific behaviors that are germane to the purpose of the lesson. Our basic assumption for this over arching part of the model is consistent with Wenger’s model for Communities of Practice (1998). We believe that learning is essentially social in nature. It is the complex patterns of interplay between the student and significant actors (teachers, practicing OTs, patients and their families) that are crucial to the authenticity of the learning environment. In fact these rich social dynamics are very difficult to replicate in a simulation but are critical to making learning seem more real, important and even urgent. An example of an authentic context is when a novice OTs (pre-service) is required to conduct parent interviews two different families, one of which has a typically developing child and the other a child with a developmental delay. It should be obvious that this experience varies greatly from these students just interviewing each other for practice in class or lab.

<h2>Teachers & learners co-construct knowledge. After, or sometimes during, a contextualized learning experience the instructor is engaged in assisting the learner as they construct their new knowledge. This is a form of constructivism. In chapter 11 we discussed a variety of types of constructivism ranging from internal to external cognitive processes (Schell, 2001). Our model is based on a blend of those perspectives known as blended or dialectical constructivism where the source of cognition begins with either the teacher or the learner. We assume that at times the source of instruction resides with the teacher who has an obligation to meet instructional objectives and/or professional standards. At other times it is appropriate for learners to advocate for themselves and emancipated from the tyranny of linear teaching so as to determine their own path for learning.
Teaching methods that promote co-construction of knowledge can be drawn from the model of cognitive apprenticeship teaching (Brown, Collins & Duguid, 1989). Such teaching initiated by the teacher might draw on “modeling” methods where a demonstration of the desired technique is provided. Working toward independence or pushing what Vygotsky (####) called the Zone of Proximal Development (ZPD), teachers can call on “coaching” methods followed as needed by “scaffolding and fading.” For example as an OT student learns to safely transfer a client from a wheelchair to bed, the teacher might demonstrate or model appropriate techniques. Having seen one, it is reasonable to have the student try one with another student who plays the patient, while the instructor watches and give suggestions. As the student attempts their first transfer of an actual patient the instructor is on the sideline coaching or giving instruction as it needed. At all times client safety is the highest priority. When the teacher believes that that student cannot safely accomplish the transfer, he or she can scaffold by performing a small part of the procedure that assures safety. As the learner becomes more competent, however, the teacher can fade out allowing much greater independence for the student. We see this as a co-construction of knowledge as the teacher’s role is to facilitate and guide while the learner is seeking to interpret the material in light of their prior knowledge and its fit with their previously established mental frameworks.
<h2>Learners articulate knowledge. Having accomplished some level of expertise the teacher might as the student to articulate their newly acquired knowledge or skill. Usually when we hear the term articulate it could be assumed that we are asking the learner to tell you what they have learned. This is a very important step and certainly can and should be accomplished orally. Yet, left at this level, the probability for recall and application in actual practice remains small. It is quite important to utilize a range of instructional strategies that promote a variety of ways for the student to articulate their knowledge in many ways. Very few complex tasks are learned in a single attempt – so teachers should arrange for students to articulate their knowledge many times using a variety of media. For example, students can be asked to write the traditional paper with regards to what they have learned. Obviously, this is a tried and true approach. However, students who are additionally asked to present their work in the form of an audio or video Podcast demonstrating their skills are more likely to have engaged with the topic in a deeper and more meaningful way.
<h2>Shared reflection for: Meaning/Reasoning/Practice. Articulation and reflection on meaning are closely associated instructional techniques. As I have stated earlier in this book, many teachers ask students to reflect on their knowledge. We suspicion that few teachers find ways to “connect” the construction of knowledge with its articulation and then find a systematic way to facilitate deep reflection as an exercise in meaning making. We strongly suggest that when the teacher is able to make these connections transparent students are more likely to assign a value to the knowledge the have acquired. This is because the question of “When will I ever use this stuff?” has been answered as a matter of instructional practice. We also contend that meaning-making is only part of the possible outcomes from systematic reflection. After teaching reflection gives opportunities to build on reflective judgment and to have good discussions with regards to the “truth of the matter” and the level and quality of evidence that the learner uses to support their position. This is a natural instructional practice for those that want to promote evidence practice. Of course, the holy grail of reflection is to facilitate ways that teachers and learner co-construct connections with everyday OT practice. Reflection should ask the student to engage in questions such as: How does this knowledge impact on my practice? How can I use supporting evidence for this knowledge so that I can make choices among practice alternatives that make sense for the needs and contexts of the client? How do I know to do this?
<h2>A learning cycle that never ends. There are few things that can be said with certainty about learning and teaching. But one that can probably stand is: Once is never enough. Benner’s work on expertise suggests that advanced competency comes after many years of repetition and practice. So, it is with teaching and learning. In the case of teaching for professional practice students and teacher must continue the cycle on multiple occasions seeking nuance and changing conditions. Eventually, the learner must complete these revolutions on their own.

Actually, I cannot find the illustration. A crude representation is on the WebCT site.

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