Contextual learning is important. Context gives meaning, relevance, and usefulness to learning. When students learn material that is meaningful, relevant, and useful, change occurs in the classroom. Teaching becomes more enjoyable when students are interested. And students work more diligently when they are learning content that is interesting.

One of the best ways to create a context for learning is by providing instruction through the natural "learning cycle." This learning cycle occurs in four stages. To illustrate, consider the analogy of gardening.

 

STAGE 1: In gardening, one first begins the cycle by preparing or tilling the soil. Seeds would not grow on hard, barren ground. Learning too must be prepared. In the first stage, instruction begins as a connection or hook, a reason why it is important to learn this lesson. Teachers can help set the stage for learning by helping students see how what they will be learning already plays a role in their lives.

 

STAGE 2: In gardening, after the soil is readied, the seeds are sown and planted. This is the stage where specific, relevant, and critical content is delivered. This is the traditional method of instruction. Lecturing and professing is common and important. This is where the teacher draws upon his or her expertise in the subject matter.

 

STAGE 3: In gardening, one always has the "hands-on" task of maintaining the garden. This usually involves action. Weeding, watering, and keeping the bugs out is critical. So it is in learning. Students must become active. Students can be given the opportunity to take the knowledge gained in Stage 2 and apply it to a real world situation. They must experiment, build, create, change, mold, and add something of themselves through a project.

 

STAGE 4: In the final stage of gardening, it is harvest time. Fruits of your labor are realized. This is the integration time. For students, this is the time for them to take all they have accomplished so far and make deeper connections to other areas of their lives. Students should be able to integrate what they have learned into any other context or situation in life. Students can be expected to teach this content to another person.

 

 


Learning styles has its roots in the field of education. However, how you learn new things is the same whether you're in the classroom, workroom, or boardroom. Understanding how people naturally learn, provides you with an opportunity to nurture their growth and help them create a solid foundation for the future.

Dr. David Kolb, in his book Experiential Learning . . . Experience as the Source of Learning and Development, states that there are two factors that make up our learning experience. One is identified as perceiving and the other is processing. These are two continuums that have distinct attributes at each of the poles.

The perceiving (vertical) continuum relates to how one takes in or absorbs the information in the world around us. It ranges from Concrete Experience at the top to Abstract Conceptualization at the bottom. The processing (horizontal) continuum relates to how we attempt to understand the information we have taken in or absorbed from our world. It ranges from Reflective Observation on the right side to Active Experimentation on the left side.

When you complete the Learning Styles Inventory® that David Kolb created, you receive four scores. One for CE, RO, AC, and AE. The combinations of these four scores reflects your personal learning profile. Following is a short description of how I've interpreted the model.

Concrete Experience or CE relates to your strength of preference for learning things that have personal meaning in your life today. That is, you like to learn things that are useable in your current situation. If you have a high number for CE, it is really important that the teacher helps you answer the question, "Why do I need to know this?" We all use Concrete Experience.

Reflective Observation or RO relates to your strength of preference for wanting some time to reflect and think about the things you are learning. It may be important to watch others learn while you are learning. If you have a high number for RO, you may want plenty of time to plan things out and to make sure that you have it correct. We all use Reflective Observation.

Abstract Conceptualization or AC relates to your strength of preference for learning lots of facts and figures. You like to learn lots of new concepts and information on any topic. If you have a high number for AC, you probably enjoy the traditional classroom environment where the teacher delivers the information and you complete the homework. We all use AC.

Active Experimentation or AE relates to your strength of preference for applying and practicing with what you have learned. You enjoy hands-on activities and field trips. If you have a high number for AE, you probably really enjoy conducting experiments to see what will happen and know that trial and error is part of the learning process. We all use AE.

Your profile on the Learning Style Inventory® will give you an indication as to your best part in the learning cycle. A discussion of some of the common profiles follows. Remember, you are all four styles and you operate in all four stages. However, you probably have a stage that you do very well while learning and a stage that you struggle more in. We need to learn to take advantage of the things we do well in and increase our abilities in the areas of concern.

"Read On"