Help students do something with their learning
There are many ways in which teachers can help students do something with their learning. The fact is that "learning doesn't become real until they have opportunities to do something with their knowledge in real world settings" (Goodwin and Hubbell, 2013, p.168). Teachers are able to facilitate this is a variety of ways. A good question can be a springboard into helping students gain deeper knowledge of the topic. The question can be answered by way of small group discussion, a short essay or journal writing.
Another method of bringing depth and connecting material to real life is through discussion. Discussions allow students to engage in critical thinking and, in a cathartic way, helps them to connect dots of book knowledge to life skills. There are teachers who stay away from discussions for many reasons such as failed attempts to get students to engage in the past, fear of where students may take the discussion and other reasons. "Discussion may require teachers to relinquish to students more of their authority over the instructional process than does recitation or questioning" (Larson, 2000).
A great way to connect what is being taught in the classroom with real life experiences is through projects. There are many ways in which projects can be used to integrate classroom teaching to engage students into deeper and broader learning experiences. Active learning and project based learning has been associated with "improvement in exam scores, knowledge retention, and logical thinking skills in classes with an active learning style" (Nunn and Braud, 2013).
"It is argued that engaging students in a problem that reflects the context and constraints of the real world and requiring students to clarify the problem and to conduct research necessary to solve the problem encourages students to retain newly gained knowledge and solution strategies, fosters the development of self-directed learning strategies, and enables them to apply what they have learned to new and unfamiliar situations" (Maxwell, et al., 2005).
Another method of bringing depth and connecting material to real life is through discussion. Discussions allow students to engage in critical thinking and, in a cathartic way, helps them to connect dots of book knowledge to life skills. There are teachers who stay away from discussions for many reasons such as failed attempts to get students to engage in the past, fear of where students may take the discussion and other reasons. "Discussion may require teachers to relinquish to students more of their authority over the instructional process than does recitation or questioning" (Larson, 2000).
A great way to connect what is being taught in the classroom with real life experiences is through projects. There are many ways in which projects can be used to integrate classroom teaching to engage students into deeper and broader learning experiences. Active learning and project based learning has been associated with "improvement in exam scores, knowledge retention, and logical thinking skills in classes with an active learning style" (Nunn and Braud, 2013).
"It is argued that engaging students in a problem that reflects the context and constraints of the real world and requiring students to clarify the problem and to conduct research necessary to solve the problem encourages students to retain newly gained knowledge and solution strategies, fosters the development of self-directed learning strategies, and enables them to apply what they have learned to new and unfamiliar situations" (Maxwell, et al., 2005).
Resources
How to Use Real-Life Connections in the Classroom to Increase Engagement
4 Tools to Connect Students to Real World Math
Collaborative Learning: Group Work
Teaching Outside the Classroom
4 Tools to Connect Students to Real World Math
Collaborative Learning: Group Work
Teaching Outside the Classroom
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References
Goodwin, B & Hubbell, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA: ASCD.
Larson, B. E. (2000). Influences on social studies teachers' use of classroom discussion. The Clearing House, 73(3), 174-181.
Maxwell, N. L., Mergendoller, J. R., & Bellisimo, Y. (2005). Problem-based learning and high school macroeconomics: A comparative study of instructional
methods. Journal of Economic Education, 36(4), 315-331.
Nunn, J. A., & Braud, J. (2013). A service-learning project on volcanoes to promote critical thinking and the earth science literacy initiative. Journal of
Geoscience Education, 61(1), 28-36.
Larson, B. E. (2000). Influences on social studies teachers' use of classroom discussion. The Clearing House, 73(3), 174-181.
Maxwell, N. L., Mergendoller, J. R., & Bellisimo, Y. (2005). Problem-based learning and high school macroeconomics: A comparative study of instructional
methods. Journal of Economic Education, 36(4), 315-331.
Nunn, J. A., & Braud, J. (2013). A service-learning project on volcanoes to promote critical thinking and the earth science literacy initiative. Journal of
Geoscience Education, 61(1), 28-36.