Context-Based Learning Models

     The context-based learning models that we are reviewing in this unit have a striking number of similarities, along with a small number of differences. Goal Based Scenarios (GBS), Anchored Instruction, STAR Legacy Modules and MOST environments all attempt to engage learners through contextualized content, making the instruction relevant and meaningful to the students. Immersing the learners in a real life scenario allows them to develop higher-order critical thinking and problem solving skills.  According to Susan Goldman, “Students who received information in a problem-solving context were much more likely to remember what they read and to spontaneously use it as a basis for creating new sets of plans”. (Anchoring Science Instruction in Multimedia Learning Environments. Goldman, et al. pg. 4) With context-based instruction, students learn problem solving skills that carry over to other areas of instruction, school and life. Another similarity between the models is that the instructional content relies heavily on multimedia to attract and keep the learner's interest. The use of sound, video and interactive lessons allows students with differing learning styles to stay engaged in the course work. Because of the amount of effort it takes to develop the contextualized and multimedia instruction, these models are challenging to create and, especially in the case of the MOST Model, require that teachers be trained in order to use them effectively. The MOST model differs from the others in that it is narrow in scope and primarily focuses on early literacy. MOST is designed for at-risk students with a wide variety of individual differences and uses visuals to create mental pictures that help students learn and understand new content.

     These context-based models are quite exciting in their potential to engage students and harness their innate desire to learn. Teachers who use these models are greatly rewarded by seeing students not only engaged in the instruction, but also seeing them apply the problem solving skills they have acquired to other areas of their lives. The biggest drawback is that these models take a great amount of effort and resources to create and use properly. It would be difficult to use them for everyday instruction in the classroom, but they would be very effective for special lessons, activities or specific goals. The MOST environment model would be difficult to implement in a larger classroom since the learner would also require individualized attention from an instructor. Other barriers, especially with the MOST model, include finding the resources to train teachers and also finding teachers who are willing to put in the time and effort to learn a new, potentially labor-intensive, model.    

     Even though these models would be more challenging to use, I can see great rewards for taking the time and effort to implement them. I personally enjoy solving mysteries, puzzles and problems and know that I learn better “by doing” rather than by just reading an assignment. I imagine that there are many people like me who feel the same way. In terms of implementing these models, I might not exactly follow all the models step by step, but I can see incorporating the problem-solving or apprenticeship aspects of GBS and Anchored Instruction into training classes. Traditional instruction may be too passive for some, whereas context-based instruction encourages active participation in the learning process. Another way I could apply these models where I work is to help teachers use some of the newer technology tools in their classrooms to create some role-playing and problem solving scenarios for their students. For example, the teacher could create a GBS activity where the students could pretend they are the Minister of Tourism of a given state or country. They would need to find the top ten tourist destinations and create a presentation explaining why the sites are important, describing the culture, weather, scenery, etc. Then the students could figure out how to market the tourist spots to other people, thus learning about geography, culture, presentation skills and new technologies.

     Online contextualized instruction is challenging to design. Fortunately, there are a number of technology tools that can be used to make the content interesting and accessible. The basic PowerPoint/Camtasia combination is a solid choice for creating video tutorials, as is Google Drive for sharing information and creating quizzes and surveys. A favorite site for locating copyright free pictures for the instructional content and for student presentations is pics4learning.com/ . Flickr also has some copy-right free photos available. Another tool that younger users would enjoy is Braineos. At Braineos, users can create their own flashcards on any subject matter and then play games with them to reinforce the instruction. I personally like catching fairies in a jar!

     Contextualized instruction is challenging to design and implement. But it is easier to create with the help of recent technology tools and well worth the effort when seeing the positive results of higher retention rates and improved critical thinking skills.