CONTEXTUAL LEARNING STRATEGIES

(Bringing the Real World Into the Classroom)

Facilitator: Ahmad Fuad Muhammad

This session is focused on learning the skills to use four differentcontextual learning methods. These methods include role-playing,case studies, scenarios and simulations, and problem-based training.Procedures and methods for using each of these strategies will bepresented. Additionally, participants will practice the use of one ormore of these methods.

Participant Performance Objectives

Upon completion of this session you will be able to:1.Explain the importance of context in learning.2.Identify a variety of training methods that enhance learningthrough realistic contexts.3.Demonstrate proper use of at least one contextual learningstrategy designed to enhance trainee learning.

Why is Context Important for Learning?

For the Transfer of Learning (Near & Far Transfer)

More likely to remember things.

Improving interest and relevance.

Learner centered.List examples of contextual learning that occurs within formaltraining.1.Simulation.2.Role-play.3.Case study.4.Panel discussion.

Regional Training of Trainers Workshops (2007)

Training/Educational Consultant (afuadm@gmail.com)

List examples of contextual learning that occurs outside of formaltraining.1.On the job training.2.Apprenticeship.3.Internship.4.Mentoring.

Role Playing

Role-plays involve the

spontaneous acting-out of a situation or incident

to portray a problem that is common to group members orto give a common background to group members. Trainees act asthough they are involved in a real-life situation. Role-plays aredesigned to help trainees understand the perspectives and feelingsof other people in a wide range of work-related issues. Role-playstend to have one main activity. They have a narrowly defined focusand deal with immediate issues and consequences.

Types of Role Plays

1. Standard Role Plays

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Permit trainees to re-enact situations that they face on the jobor in the future.

2. Reverse Role Plays

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Are helpful for understanding another person’s viewpoint. At acritical time in the role-play, the participants switch roles (e.g.,the supervisor becomes the supervised and will gain insightsinto what it feels like to be in that situation.

3. Doubling Role Plays

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Let observers get into the action when they feel moved to doso. They simply step behind the current player and becomeanother character.2

Advantages and Disadvantages of Role Plays

Advantages:

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Can provide an understanding of others’ emotions andbehaviors in similar situations.

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Helps trainees better understand their own behavior.

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Helps trainees learn to respond in positive ways to varioushuman relations situations.

Disadvantages:

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Trainees often find it difficult to role-play.

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May be viewed as a game and not a learning experience.

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Will likely fail without extensive planning.

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Usually involves only a small number of trainees.

Important Aspects of Role Plays

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Can include almost any number of participants.

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The activity must approximate reality.

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Considerable briefing and planning must precede the role-play.

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Role-plays usually have structure, an issue to resolve, andsometimes a winner or loser.

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Evaluation of learning is difficult because each role-play isdifferent.

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Role-plays should not be used until the group is wellacquainted with each other.

Role Plays Consist of Three Phases:

1. Briefing the players and the class on the situation.

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Give the selected trainees their scenario sheets and ask themto study it outside the classroom. While the players are readingtheir scenarios, “brief” the rest of the class on the situation. They should know who is involved in the role-play and whatissues could be brought up.

2. Conducting the actual role-play.

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The majority of the class will be involved in observing andanalyzing the role-play.