Learning in Various Contexts

About this chapter

Learning in Various Contexts is the part of the CDP Learning and Pedagogy syllabus that asks a primary teacher to move beyond pure lecture and use four context-rich learning strategies — Active Learning, Observational Learning, Situated Learning, Collaborative Learning — and to extend learning beyond the four walls of the school. Active learning is anything that involves the learner in doing things and thinking about what they are doing (Bonwell and Eison, 1991); it uses pausing, tests-and-quizzes, demonstration, problem solving, role play, drama and team-based learning. Observational learning is Bandura's social-cognitive idea that children learn by watching a model and imitating, with four elements — Attention, Retention, Production, Motivation — illustrated by the Bobo doll experiment. Situated learning (Lave and Wenger, 1991) places learning in an authentic context through legitimate peripheral participation in a community of practice. Collaborative learning is rooted in Vygotsky's Zone of Proximal Development and is delivered through Think-Pair-Share, Catch Up, Fishbowl Debate, Case Study and Team-Based Learning. Out-of-school learning (Resnick, 1987; Banks et al., 2007) gives lifelong, life-wide and life-deep learning. CTET Paper 1 tests this through definition recall (active learning, observational learning, COP, ZPD), Bandura's four elements, the cooperative-vs-collaborative distinction, and pedagogy-application items (which strategy fits which class 3–5 situation). The four tests cover all six topics at CTET depth.