Context (language use)

From Wikipedia, the free encyclopedia

Context is a notion used in the language sciences (linguistics, sociolinguistics, systemic
functional linguistics, discourse analysis, pragmatics, semiotics, etc.) in two different ways,
namely as

verbal context
social context

Contents

1 Verbal context
2 Social context

3 Multidisciplinary theory

4 Influence

5 References

Verbal context
Verbal context refers to surrounding text or talk of an expression (word, sentence,
conversational turn, speech act, etc.). The idea is that verbal context influences the way we
understand the expression. Hence the norm, not to cite people out of context. Since much
contemporary linguistics take texts, discourses or conversations as object of analysis; the modern
study of verbal context takes place in terms of the analysis of discourse structures and their
mutual relationships, for instance the coherence relation between sentences.
See also: key word in context

Social context
Traditionally, in sociolinguistics, social contexts were defined in terms of objective social
variables, such as those of class, gender, age or race. More recently, social contexts tend to be
defined in terms of the social identity being construed and displayed in text and talk by language
users. Influenced by space.

Multidisciplinary theory
In his new multidisciplinary theory of context, Teun A. van Dijk rejects objectivist concepts of
social context and shows that relevant properties of social situations can only influence language

use as subjective definitions of the situation by the participants, as represented and ongoingly
updated in specific mental models of language users: context models.

Influence
The influence of context parameters on language use or discourse is usually studied in terms of
language variation, style or register (see Stylistics). The basic assumption here is that language
users adapt the properties of their language use (such as intonation, lexical choice, syntax, and
other aspects of formulation) to the current communicative situation. In this sense, language use
or discourse may be called more or less 'appropriate' in a given context. It is the language or
derigitave terms surrounding set paragraph, novel or article.
What is Contextual Teaching and Learning?
What is the best way to convey the many concepts that are taught in a particular course so that all
students can use and retain that information? How can the individual lessons be understood as
interconnected pieces that build upon each other? How can a teacher communicate effectively
with students who wonder about the reason for, the meaning of, and the relevance of what they
study? How can we open the minds of a diverse student population so they can learn concepts
and techniques that will open doors of opportunity for them throughout their lives? These are the
challenges teachers face every day, the challenges that a curriculum and an instructional
approach based on contextual learning can help them face successfully.
The majority of students in our schools are unable to make connections between what they are
learning and how that knowledge will be used. This is because the way they process information
and their motivation for learning are not touched by the traditional methods of classroom
teaching. The students have a difficult time understanding academic concepts (such as math
concepts) as they are commonly taught (that is, using an abstract, lecture method), but they
desperately need to understand the concepts as they relate to the workplace and to the larger
society in which they will live and work. Traditionally, students have been expected to make
these connections on their own, outside the classroom.
According to contextual learning theory, learning occurs only when students (learners) process
new information or knowledge in such a way that it makes sense to them in their own frames of
reference (their own inner worlds of memory, experience, and response). This approach to
learning and teaching assumes that the mind naturally seeks meaning in contextthat is, in
relation to the persons current environmentand that it does so by searching for relationships
that make sense and appear useful.
Building upon this understanding, contextual learning theory focuses on the multiple aspects of
any learning environment, whether a classroom, a laboratory, a computer lab, a worksite, or a
wheat field. It encourages educators to choose and/or design learning environments that
incorporate as many different forms of experience as possiblesocial, cultural, physical, and
psychologicalin working toward the desired learning outcomes.

In such an environment, students discover meaningful relationships between abstract ideas and
practical applications in the context of the real world; concepts are internalized through the
process of discovering, reinforcing, and relating. For example, a physics class studying thermal
conductivity might measure how the quality and amount of building insulation material affect the
amount of energy required to keep the building heated or cooled. Or a biology or chemistry class
might learn basic scientific concepts by studying the spread of AIDS or the ways in which
farmers suffer from and contribute to environmental degradation.
Contextual Teaching and Learning (CTL) method

definition
Contextual Teaching and Learning (CTL) is a learning system that matches the
performance of the brain, to develop patterns that create meaning, by linking academic
content to the context of everyday life learners.
CTL-called contextual approach because the concept of learning that help teachers to link
between the content to be studied with real-world situations students and encourage
students to make connections between the knowledge possessed by its application in their
lives as members of society.

What Is Contextual Learning?

What is the best way to teach so that all students can use and retain information? How can a
teacher communicate effectively with students who wonder about the relevance of what they
study? These are the challenges teachers face every daythe challenges that a curriculum and an
instructional approach based on contextual learning can help them successfully address.
Many students have a difficult time understanding academic concepts (such as math concepts) as
they are commonly taught (that is, using an abstract, lecture method), but they desperately need
to understand the concepts as they relate to the workplace and to the larger society in which they
will live and work. Traditionally, students have been expected to make these connections on their
own, outside the classroom.
However, growing numbers of teachers today are discovering that most students' interest and
achievement in math, science, and language improve dramatically when they are helped to make
connections between new knowledge and experiences they have had, or with other knowledge
they have already mastered. Students' engagement in their schoolwork increases significantly
when they are taught why they are learning the concepts and how those concepts can be used in
real-world contexts.

Contextualized learning is a proven concept that incorporates the most recent research in
cognitive science. It is also a reaction to the essentially behaviorist theories that have dominated
American education for many decades. The contextual approach recognizes that learning is a
complex and multifaceted process that goes far beyond drill-oriented, stimulus-and-response
methodologies.
According to contextual learning theory, learning occurs only when students process new
information or knowledge in such a way that it makes sense to them in their own frames of
reference (their own inner worlds of memory, experience, and response). The mind naturally
seeks meaning in context by searching for relationships that make sense and appear useful.
Building upon this understanding, contextual learning theory focuses on the multiple aspects of
any learning environment, whether a classroom, a laboratory, a computer lab, or a worksite. It
encourages educators to choose and/or design learning environments that incorporate many
different forms of experience in working toward the desired learning outcomes. In such an
environment, students discover meaningful relationships between abstract ideas and practical
applications in the context of the real world; concepts are internalized through the process of
discovering, reinforcing, and relating.

According to the Ministry of Education teachers have to implement some of the following:
1) Studying the concept or theory that will be studied by students.
2)Understand the background and life experience of students through the review process
carefully.
3)Learning environment and residential school students who subsequently choose with the
concept or theory that will be discussed in contextual learning.
4) Designing teaching by linking the concept or theory studied by considering the
experience of its students and their environment.
5) Carry out an assessment of student understanding, the results of which will be used as
material against the plan and its implementation.

five essential forms of learning:

Relating,

Experiencing,

Applying,

Cooperation,

Transfer.

According to the Ministry of Education for its application, contextual approach (CTL) has
main components, namely

constructivism (constructivism),

find (Inquiry),

asking (questioning),

community-learning (Learning Community),

modeling (modeling),

reflection (reflection), and

The actual assessment (Authentic).

benefit

Learning becomes more meaningful and real.

Learning more productive and able to foster the strengthening of the concept to the
students
Weakness

Teachers are more intensive in the lead. Because the CTL method, Teachers no longer
serves as a center of information.

The task is to manage the classroom teacher as a team that works together to discover
new knowledge and skills for students.

Teachers provide opportunities for students to discover or implement their own ideas
and invite students for being aware and consciously use their own strategies for learning.

art One: The Context of Language Teaching

Contextual teaching and learning is a model of teaching and learning based on competence.
Contextual teaching and learning is a way of giving information in learning from the teachers to
the learners and preparing the individual learner in learning. It means that contextual teaching
and learning get the students to prepare their individual competence. Contextual teaching and
learning
can
create
the
quality
of
educational
better.

Definition

of

Contextual

Teaching

and

Learning

Contextual teaching and learning is a model of teaching and learning based competence that aims
to be effective and successful in teaching and learning process. Ben and Erickson (2001: 2) state
that contextual teaching and learning is conception of teaching and learning that helps the teacher
relating subject matter to real world situation. It motivates the students to make a connection
between the knowledge and its application to their lives as a family member, a citizen, and a
worker, and it also engages the hard work that learning requires.
Sitinjak (2002: 2) states that contextual teaching and learning is basically a respond to
behaviorism approach which emphasizes on the concept of stimulus response of this mechanical
drill. To be able to use the language naturally as in the real world life and in the various
situations, critical thinking and meaningful learning are needed. When students can relate the
lesson got in their school to daily live, they will be aware of the learning benefit.
Mulyasa (2005: 102) states that contextual teaching and learning is a concept of teaching and
learning emphasizing on the relation between teaching- learning material and the real world. The
students relate and apply the competence of learning outcome on the everyday life. Furthermore,
the teacher uses learning material to teach for the students in order to improve their knowledge
and
to
reach
the
goal
of
teaching
and
learning
process.
Sagala (2003:87-88) states that contextual teaching and learning is a concept of learning which
helps the teacher relating the material and the students real world situation, and which motivates
the students making a relation between the knowledge possessed and its application on their lives
as a member of society. Through the process of applying competence, the students will feel the
importance of learning. They will get a deep meaning what they had learnt. Contextual teaching
and learning enables the cooling down and interesting process of learning because the teaching
and learning can naturally continue in anything situation and the students can directly practice
everything
they
had
learnt.
Sitinjak (2002: 2) states that contextual teaching and learning is basically a respond to
behaviorism approach which emphasizes on the concept of stimulus response of this mechanical
drill. To be able to use the language naturally as in the real world life and in the various
situations, critical thinking and meaningful learning are needed. When students can relate the
lessons got in their school to daily live, they will be aware of learning benefit; besides, they will
realize
the
importance
of
going
to
school.
The CTL system is an educational process that aims to help students see meaning in the
academic material they are studying by connecting academic subjects with the context of their
personal, social, and cultural circumstances. To achieve this aim, the system encompasses the

following eight components: making meaningful connections, doing significant work, selfregulated learning, collaborating, critical and creative thinking, nurturing the individual, reaching
high
standards,
and
using
authentic
assessments
(Sitinjak,
2002:
2).
Contextual teaching and learning as stated above is a concept of teaching and learning which
helps the students connecting the content they are learning to the life context in which that
context could be used. Thus, contextual teaching and learning enables the students to use their
prior knowledge on solving the problem of learning, and it enriches the students existing
knowledge.
According Nurhadi in Sugiyanto (2007) CTL (Contextual Teaching and Learning) is a
concept of learning that encourages teachers to connect between the material
being taught and students real-world situations.

According jonhson in Sugiyanto (2007) CTL is an educational process that aims to

help students see the students see meaning in the academic material they learn by
connecting with the academic subjects in the context of their daily lives.
Based on the opinion of experts, it can be concluded that CTL is a concept of
learning that helps teachers relate the material to real world situations diajarkanya
students and encourage students to make connections between the knowledge
possessed by the application in everyday life.
purpose
CTL learning model aims to motivate students to understand the meaning of the
subject matter learned by relating the material to the context of their daily lives so
that students have the knowledge atu reflection skills that can be applied to
problems other kepermasalahan.
The learning model is intended that the study was not just memorize but
necessary to understanding
This learning model emphasizes the development of students' interest
experience.
CTL learning model aims to train students to be skilled in critical thinking and
process knowledge to find and create something useful for themselves and others
This CTL bertujun learning model for learning more productive and meaningful
Learning model CTL model aims to encourage children to an activity which
relates to the academic material context of everyday life
The learning objectives CTL model is intended that students can individually find
and transferring complex information and information students can make it his own.

Definition, Objectives and Strategies of Learning CTL (Contextual Teaching and

Learning)

Learning Strategies CTL

Some learning strategies need to be developed by the teacher, contextually, among
others:
a. Problem-based learning
With raises problems facing together, students are challenged to think critically to
solve.
b. Using a variety of contexts
In the context of the party-colored CTL membermaknakan teachers so that meaning
obtained by the students to be qualified.
c. Taking into account the diversity of students
Teachers nurture the individual and believe that individual differences and social
dibermaknakan should become engines for learning mutual respect and tolerance to
achieve interpersonal skills.
d. Empower students to learn on their own
Formal education is churning for students to master how to learn to learn
independently at a later date.
e. Learning through collaboration
In every collaboration is always a student who stands out in comparison with
colleagues and sisiwa can be used as a facilitator in the group.
f. Using authentic research
Authentic assessment indicates that learning has taken place in an integrated and
contextual, and provide opportunities for students to be able to go ahead in
accordance with their potential.
g. Pursuing a high standard
Each school should determine competency graduation from time to time be
increased and every school should do benchmarking with study visits to various
schools within and outside the country.
Based on the Center for Occupational Research and Development (CORD) The
application of contextual learning strategy is described as follows:
a. Relating
Learning is said in the context of the real experience, the context of a
framework designed to help teachers to learners who learned meaningful.
b. Experiencing
Learning is the "experienced" learners actively processed by the learned and

seeks to explore the case under review, trying to discover and create new things
from what he learned.
c. applying
Learning emphasizes the process of demonstrating the knowledge possessed
by the context and use was.
d. Cooperative
Learning is a collaborative and cooperative process through group activities,
interpersonal communication or Hubunngan intersubjective.
e. Trasfering
Learning stresses on the realization of the ability to use knowledge in a new
situation or context.

source:
Sugiyanto. 2007 Module Teacher Education and Professional Training (PLPG):
Innovative Learning Models. Surakarta: Teacher Certification Committee Rayon 13
Surakarta.

CONTEXTUAL INSTRUCTION

ABSTRACT

Contextual Teaching and Learning (CTL) is defined as a way to introduce content using a
variety of active learning techniques designed to help students connect what they already know
to what they are expected to learn, and to construct new knowledge from the analysis and
synthesis of this learning process. A theoretical basis for CTL is outlined, with a focus on
Connection, Constructivist, and Active Learning theories. A summary of brain activity during the
learning process illustrates the physiological changes and connections that occur during
educational activities. Three types of learning scenarios (project-based, goal-based, and inquiryoriented) are presented to illustrate how CTL can be applied by practitioners.
Keywords:
Contextual, connections, constructivist, active learning, brain research, scenarios

A. INTRODUCTION
The current tendency returns to the idea that children will learn better if the environment
is created naturally. Learning will be more meaningful if the child has what he had learned, and
does not know it. Oriented learning mastery proved successful in the short term reminds the
competition but failed to equip the child to solve problems in the long-term life
Contextual approach (Contextual Teaching and Learning / CTL) is a concept which helps
teachers learns to associate between the materials taught with real-world situations of students
and encourage students to make connections between the knowledge possessed by its application
in their lives as family members and the community. With that concept, it is expected learning
outcomes more meaningful for students. Do naturally, learning process in the form of activities
and student work experience, not a transfer of knowledge from teacher to student. Learning
strategy is more overlooked than the results.
Contextual instruction has traditionally been used in career and technical classes, and the
value of such instructional methods in these courses has been demonstrated by hands-on
experience in a shop or laboratory. On the other hand, when contextual instructional methods
have been used in academic classes, it has historically been in low-expectation courses with
peripheral references to career and technical applications--that is, courses for low-achieving
and/or low-ability students. Contextual instruction uses instructional method.
Contextual classroom, teachers' job is to help students achieve their goals. That is,
teachers deal more with strategy than giving information. Teachers manage classroom tasks as a
team working together to find something new for the members of the class (students). Something
new comes from finding yourself instead of what the teacher's role. That is managed classroom
contextual approach. Contextual instruction is suitable to be applied in Indonesia.
B. DISCUSSION
1. Contextual Instruction (CTL)
Contextual instruction is commonly known as CTL (Contextual Teaching and Learning).
Contextual Instruction (Contextual Teaching and learning) is the concept of learning that help

teachers link between the materials taught to the students real-world situations and encourage
students to make connections between the knowledge possessed by its application in their lives
every day. Contextual instruction is suitable applied in Indonesian Education. Contextual
instruction is a concept of study which help teacher to correlate material and the real situation.
Contextual instruction help students apply the knowledge they have in their daily life. The
instruction occurs naturally. Strategy of the study is more important than the result of the study.
In contextual instruction, teacher is a guide of the students. Most of teachers job in a
contextual class is relate with the strategy. Teacher helps and guides the students to find another
new thing based on the students discussion. By learning subjects in an integrated,
multidisciplinary manner and in appropriate contexts, they students are able to use the acquired
knowledge and skills in applicable contexts. The ideal connection process would be three-fold:
(1) students review what they already know related to the new concept; (2) they learn about and
practice the new concept; and (3) they tie what they have learned to a real life scenario. The core
of contextual instruction is students center.
So, it can be concluded that contextual instruction are:
1. A holistic educational process to motivate the students in understanding the material and
correlate it in the daily life (personal context, social context and cultural context) so the
students have knowledge and skill. These knowledge and skill can be applied (transferred)
from a context to other context.
2. A learning concept to help teacher correlate the material given with the real situation and to
push the students to make the relationship between material given and the application in their
daily life as the member of a family and society.
Contextual instruction has some special characteristics which differ from the other
method. Characteristics of Contextual Based Learning (CTL), among others are:
a. Cooperation
b. Mutual support
c. Fun
d. Not boring
e. Learning with passion
f. Integrated Learning
g. Using a variety of sources
h. Active Students
i. Sharing with friends
j. Student critical, creative teachers

k. Classroom walls and hallways filled with students' work, maps, pictures, articles, humor, etc
l. Reports to parents not only report cards, but the students' work, lab reports, essays, etc.
students.
According Rachmadiarti (2002) a process of learning and teaching can be said oriented
Contextual Teaching and Learning (CTL) when has seven pillars, namely:
a. Inquiry
(1) The process of moving from observation to understanding.
(2) Students learn to use critical thinking skills.
b. Ask (Questioning)
(1) Activities teachers to encourage guide and assess students' thinking abilities.
(2) For students who are an important part in inquiry-based learning
c. Constructivism (constructivism)
(1) Build their understanding of new experiences, based on prior knowledge.
(2) Learning must be packed into the process of "constructing" is not receiving knowledge
d. Learning community
(1) A group of people who engage in learning activities.
(2) Cooperating with others is better than learning itself.
(3) Exchange of experience.
(4) Sharing ideas
e. Authentic assessment
(1) Measuring student knowledge and skills.
(2) Assessment of products (performance).
(3) Tasks that are relevant and contextual
f. Reflection
(1) How to think about what we have learned.
(2) Record what has been learned.
(3) Keep a journal, art, discussion groups
g. Modeling
(1) The process looks an example for others to think, work and study
(2) Do what the teacher wants students to do
2. Contextual Instruction And Traditional Instruction
The difference from model to model learning contextual traditional learning as much, but
if we associate with learning-oriented activities, creativity, fun atmosphere, and active student
learning, the contextual learning model certainly the most appropriate use. Contextual instruction
is very different with traditional or conventional instruction. Contextual instructions are:
a. Rely on understanding the meaning.
b. The selection of information based on the needs of students.
c. Students are actively involved in the learning process.
d. Learning linked to real life / problems that were simulated.
e. Always link the information with the knowledge that has been owned by students.

f. Tend to integrate several fields.

g. Students spend time learning to discover, explore, discuss, think critically, or work on projects
and solving problems (through working groups).
h. Behavior is built on self-awareness.
i. The skills developed on the basis of understanding.
j. Gift of good behavior is self-satisfaction which are subjective.
k. Students not doing a bad thing because it realized it hurt.
l. Good behavior based on intrinsic motivation.
m. Learning occurs in many places, contexts and settings.
n. Measurable learning outcomes through the implementation of authentic assessment.
While traditional or conventional instruction are:
a. Rested on recitation
b. Electoral more information determined by the teacher.
c. Students passively receive information, especially from teachers.
d. Learning is very abstract and theoretical; do not rely on the reality of life.
e. Provide information to the students stack up to the time required.
f. Tend to focus on one field (discipline) specific.
g. When the majority of students used to do book work, hear lectures, and complete exercises
(individual work).
h. Behavior is built on habits.
i. The skills developed on the basis of the exercise.
j. Gift of good behavior is to praise or grades.
k. Students do not do anything bad for fear of punishment.
l. Good behavior based on intrinsic motivation.
m. Learning occurs only happens in the classroom.
n. Learning outcomes measured through academic activities in the form of test / examination /
test.
3. CTL in Practice
While the relevancy of contextual teaching and learning has been thoroughly researched,
the countrys population has become more diverse and educators are faced with the challenge of
designing a curriculum that meets the needs of all different types of people. According to
Blanchard, CTL strategies that may help to meet each learner's distinct needs include:
a. Emphasize problem solving
b. Recognize the need for teaching and learning to occur in a variety of contexts such as home,
community, and work sites
c. Teach students to monitor and direct their own learning so they become self regulated learners
d. Anchor teaching in students diverse life-contexts
e. Encourage students to learn from each other and together
f. Employ authentic assessment.

Today, education systems risk imposing educational strategies that do not meet the
individual needs of the students. The inherent danger of advocating a particular approach to
instruction is the possible misconception that readers might assume that this approach is now
"the" approach to use. Tennyson refers to the "situation of advocating a relatively simple solution
to a complex problem" as the "big wrench approach to problem solving". The three approaches
that will be discussed here are not being recommended as the "big wrench"; rather, they will be
introduced and suggested for the value they may offer to practitioners who are in the process of
evaluating techniques that might work for them and their students.
Helping students construct their own knowledge can be accomplished by guiding them
through scenarios where they are required to actively explore the content in order to reach a goal,
solve a problem, complete a project, or answer a question. This is a shift away from the
traditional, or classical, classroom where the professor imparts knowledge and students receive
it; and more toward the direction of student-centered, and even self-directed learning. The
following scenario examples (goal based, project-based, and inquiry-oriented) offer ideas for
incorporating CTL in the classroom:
a. Goal-Based Scenarios
Schank, Berman, & Macpherson's Goal-Based Scenario (GBS) design is based on the
foundation that "the best way to teach is to place students in situations in which the goals they
wish to achieve require the acquisition of the knowledge and skills you wish to impart".
Components of a GBS include:
(1) The learning goals. These fall into two categories: Process knowledge and content
knowledge, focusing on the skill set students need to practice and content knowledge they
need to find
(2) The mission. A realistic goal that the student will relate to, and that will require the skills and
knowledge stated in the learning goals, is chosen
(3) The cover story. A scenario or background story that allows opportunities for the student to
practice the skills and seek the knowledge stated in the learning goals is created
(4) The role. A role that is truly motivating to the student and that helps the student practice the
necessary skills is selected

(5) The scenario operations. Is comprised of all activities the student does in order to work
toward the mission and the learning goals. Examples include: asking experts for opinions
relevant to completing the report, compiling information for future reference, making claims
about strategies, and backing up claims from the information compiled
(6) Resources. Feedback can be given in any of three ways: through consequence of actions,
coaching, or domain experts telling stories that pertain to similar experiences.
b. Project-Based Scenarios
Lenschow points out, "Project-based learning (PBL) is winning ground in industry and at a
slower rate in universities and colleges" and is "pedagogically based on constructivist learning in
a setting represented by Kolb's learning cycle". Van Kotze and Cooper believe that PBL "seems
to open up possibilities for our students to draw on their prior expertise and knowledge (nurtured
in collective struggle), and to build on their experience gathered at their different sites of practice
and learning" and that it allows them to "construct new knowledge that is action-oriented and
socially relevant, while at the same time gaining academic recognition and accreditation". Van
Kotze and Cooper share their version of PBL: (1) Students select a topic and form groups
(2) They plan their project and present plans to each other
(3) They have weekly meetings where they report on work done, discuss their learning, and plan
the next week
(4) The prepare and conduct an "agonic moment" where the outcome of the project is presented
to the commissioning organization
(5) They prepare a comprehensive report on the project (both content and process) and
participate in a collective evaluation process, involving all students in the group and relevant
academic staff. .
c. Inquiry-Oriented Scenarios
Bevevino, Dengel, and Adam's inquiry-oriented approach is based on Piaget's cognitive
development principles. It puts students into situations "that demand critical thinking and
encourage the internalizing of major concepts" and also gives them "the opportunity to express,
confront, and analyze preconceptions and misconceptions in an active, non-threatening way".

Bevevino et al. describe their approach:

(1) Phase 1 Exploration. Requires students to use prior knowledge and experience to solve a
problem or series of problems presented in a simulation or game that examines the concepts
to be developed throughout the learning cycle
(2) Phase 2 Discussions and Presentation of New Content. In this phase, the students share their
proposed solutions, describe conflicts they experienced and strategies they used to gain
consensus, and the teacher introduces new content relative to the issue. During the
discussion, the whole class scrutinizes each solution according to logic and mutual benefits
tests
(3) Application and Expansion. Requires the students to apply the knowledge, skills, and
insights acquired in Phases 1 and 2 to a new situation or to creatively extend their
knowledge into new areas of exploration. Each group develops its alternative solutions to a
new problem, and the learning cycle ends with the whole class coming to a consensus as to
the best solutions offered.
Scenario learning offers students opportunities to actively engage in constructing their
own knowledge. They may have varying degrees of input into developing the scenarios, or
selecting content; but as they work through the problem-solving steps, they are learning the
content and also developing ownership of their own learning process. Creating scenario learning
experiences can be time consuming, and this technique may be viewed by some as adding more
work to already over-worked teachers; however, more and more resources are becoming
available, particularly on the Internet, with libraries of prepared scenarios to choose from.
C. CONCLUSION
CTL has become imperative for us to do so and give the advantages possessed, a far leftcentered learning teacher. For that, a willingness to try and do the innovation of teaching
practices that we do need to continue to be cultivated. We all talk self-evaluation, let's start trying
to evaluate our learning practices have been embraced, seeing the pros and cons, and from it we
make improvements. Hopefully this short paper can be an inspiration for us all to improve the
quality of learning that we do, in order to join efforts to support improvement of the quality of
our education.

REFERENCES
Prgent, R. (2000). Charting Your Course: How to Prepare to Teach More Effectively. (English
ed.). Madison, WI: Atwood Publishing
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Instruction.
Accessed
on
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What

are
Instructional
Methods?
Accessed
on
http://oct.sfsu.edu/design/syllabus/htmls/method.html

22nd

of

July

2009.