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Contextual Teaching and Project
Based Learning
Why do I have to learn this?
Gregory Clarke
Teasley Middle School
greg.clarke@cherokee.k12.ga.us
Table of Contents
Research
Content Background
National Standards
Daily Objectives
Bibliography
Research:
How important is it to make connections in the classroom? What
kind of connections do we make as educators of a certain content
area? These questions are asked to emphasize the questions teachers
get asked frequently by students, "Why do I have to learn
this?" and "When am I ever going to use this information?"
Educators have an obligation to make the connection of what is
being taught in their classes and the real world beyond. "Knowledge
and information are best learned if the context is meaningful
to the individual and if learning connects to some realistic and
recognizable application" (Parnell, 2001). One way this
connection can be made is to connect curriculum and the work place.
"The acquisition of reading, writing, and mathematics knowledge
and skills is best accomplished by understanding the functional
context of a job" (Parnell, 2001). This type of teaching
and learning has been presented for some time and continues to
gain advocacy. "To create 'functional' education means to
make learning more meaningful through practical application.
In other words, contextual learning" (Parnell, 2001). Contextual
learning is a phrase to describe bringing applications to knowledge
educators are teaching in their classrooms.
The practice of contextual learning has been presented to educators
for many years. John Dewey imagined contextual learning in the
1950's when he discussed project-based learning. Educators where
to design contextual group activities in which students worked
together, as they would in the work place, to problem solve.
"He emphasized the social aspects of learning and viewed
schools as places where students could practice democracy and
have opportunities to work together to identify problems"
(Daniels & Bizar, 1998). Projects that make connections between
curriculum and the work place have been, "…a time proven
approach for providing rigorous, relevant, contextual, applied
learning in a manner consistent with how learning takes place
in the adult world and is also compatible with how the brain learns
more efficiently" (Blank & Harwell, 2001).
If teachers can design projects based on the curriculum and model
an adult work place contextual and project-based learning will
take place. Employers are not looking for employees that can
sit in a desk, follow direct instruction and repeat facts that
have been memorized. Employers are looking for students who can
work well with others and have problem solving skills. "Technology
literacy, problem solving, and creative thinking are the valued
skills of all modern careers" (Blank & Harwell, 2001)
By having teachers create projects and a classroom environment
where students are encouraged to work together educators will
be preparing the students for the "real world".
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Content Background:
This contextual and project-based learning activity will allow
students to work together to develop a product or service. During
the development the students will be introduced to skills that
are used in searching for employment. These skills include: letter
writing, research, resume writing and interviewing. Group projects,
lectures and research will be adapted to meet national standards
stated below.
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National Standards:
Problem Solving- Middle School
Design a Product, Service, or System
1a. The student designs and creates a product, service, or system
to meet an identified need; that is, the student:
* develops a range of ideas for design of the product,
service, or system;
* selects one design option to pursue and justifies the
choice with reference, for example, to functional, aesthetic,
social, economic, or environmental considerations;
* establishes criteria for judging success of the design;
* uses appropriate conventions to represent the design;
* plans and carries out the steps needed to create the
product, service, or system;
Writing- Middle School
2a. The student produces a report that:
* creates an organizing structure appropriate to purpose,
audience, and context;
* includes appropriate facts and details;
* uses a range of appropriate strategies, such as providing
facts and details, describing or analyzing the subject, and explaining
benefits or limitations;
* provides a sense of closure to the writing.
3a. The student participates in one-to-one conferences with
a teacher, paraprofessional, or adult volunteer, in which the
student:
* initiates new topics in addition to responding to adult-initiated
topics;
* asks relevant questions;
* Responds to questions with appropriate elaboration.
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Daily Objectives:
Day One- Worked-based Learning
Objective: Students will identify a career
choice and predict what skills and qualifications will be needed
to obtain the job.
Research will be done in the library and on-line to find job
descriptions and qualifications. Students should report their
findings orally to the class.
http://www.gcis.peachnet.edu/
Day Two- Worked-based Learning
Objective: Students will identify local business’
that offer careers in fields they want to be employed in.
Students will write business letters to companies to request
job descriptions, applications and recruitment materials.
Day Three- Evaluation
Objective: Students will evaluate each group’s
business idea to decide on one group project.
With facilitation from the teacher, the students
will decide on a business to create. A poster collage will be
created to represent each idea.
Day Four-
Cooperative Learning
Objective: Students will discuss and decide
the infrastructure of their business.
Students will
discuss different jobs that make up the business and pick a job
they are interested in.
Day Five-
Work-based Learning
Objective: Students will be instructed in
how-to and the purpose of resume writing.
Students will develop a resume for the job
they are interested in based on the interests and career hopes.
Develop a rubric to assist and assess students resume writing
skills.
Day Six-
Work-based Learning
Objective: Students will familiarize themselves
with interviewing techniques.
Invite a guest speaker from the Department
of Rehabilitative Services to demonstrate incorrect interviewing
skills. Video tape the “wrong” interview for future
use.
Day Seven-
Work-based Learning
Objective: Students will
familiarize themselves with the process of writing a thank you
letter.
Students will write thank you letters to the
guest speaker thanking them for their participation. Develop
a rubric to assist and assess a thank you letter.
Day Eight-
Problem-based Learning
Objective: Students will discuss and practice
interviewing skills.
Students will interview for various positions
in classroom business. Create a rubric for interviewing skills.
Videotape student’s interviews to refine skills.
Day Nine-
Cooperative Learning
Objective: As teams, based on job assignments,
research will be conducted on marketing ideas for product or service.
Students will
begin design of project and cost analysis of materials.
Day Ten-
Cooperative Learning
Objective: Students, in groups, will evaluate
economic aspects of product or service.
Students will
research other companies that provide same type of product or
service and compare costs and advertising strategies.
Day Eleven-
Problem-based Learning
Objective: Students will discuss recruitment
ideas and criteria for hiring potential applicants.
Students will design a pamphlet for the purpose
of recruiting employees. The pamphlet will include written descriptions
of company purpose, job requirements and the type of applicant
sought.
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Assessment:
Rubrics accessing posters representing business ideas, resumes,
thank you letters, interviews and final product or service design.
Students will also be accessed on group work skills.
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Bibliography:
Parnell, Dale. (2001). Contextual teaching works! Texas:
CCI Publishing.
Harwell, S.H. & Blank, W.E. (2001). Promising practices
for contextual learning. Texas: CCI Publishing.
Daniels, H. & Bizar M. (1998). Methods that matter: Six
structures for best practices classrooms. Maine: Stenhouse.
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