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Context-based learning (CBL) refers to the use of real-life and fictitious examples in teaching environments in order to learn through the actual, practical experience with a subject rather than just its mere theoretical parts.
Contextual learning is based on a constructivist theory of teaching and learning. [1] [page needed] Learning takes place when teachers are able to present information in such a way that students are able to construct meaning based on their own experiences. Contextual learning experiences include internships, service learning and study abroad ...
One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process.
Anchored Instruction is a technology centered learning approach, which falls under the social constructionism paradigm. It is a form of situated learning [ 2 ] that emphasizes problem-solving within an integrated learning context, which can be examined from multiple perspectives.
Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners.
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
The constructivist classroom also focuses on daily activities when it comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual collaboration. [3] This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture.
Instruction must be situated in an authentic context that resembles that of the classroom teacher to enrich their learning process by providing realistic experiences that more easily transfer. [ 19 ] Students process information by visualizing, hearing, reasoning and reflecting so they tend to learn more easily by having models to go by or imitate.
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