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Theoretical Framework
Model of Contextual Teaching
Teachers & Learners Co-Construct Knowledge. After, or sometimes during, a contextualized learning experience the instructor is engaged in assisting the learner as they construct their joint understanding of new knowledge. This is a form of constructivism known as blended or dialectical constructivism where the source of cognition begins with either the teacher or the learner (Schell, et.al., in press). We assume that at times the source of instruction resides with the teacher who has an obligation to meet instructional objectives and/or professional standards. At other times it is appropriate for learners to advocate for themselves becoming emancipated from the tyranny of linear teaching. This allows them to determine their own path for learning.
Teaching methods that promote co-construction of knowledge can be drawn from the model of cognitive apprenticeship teaching (Brown, Collins & Duguid, 1989). Such teaching initiated by the teacher might draw on “modeling” methods where a 
demonstration of the desired technique is provided. Working toward independence or pushing what Vygotsky (1978) called the Zone of Proximal Development (ZPD), teachers can call on “coaching” methods followed as needed by “scaffolding and fading.” For example as a CTE student masters a given construction technique, their teacher might employ a demonstration or may model appropriate techniques as they are used on a job site. Having first seen one, it is reasonable then to have the student try the skill on their own. As the learner attempts their application the instructor is often on the sideline coaching or giving instruction as it is needed. In CTE safety is the highest priority. When the teacher believes that that student cannot safely accomplish the task, he or she can scaffold by performing a small part of the procedure that assures safety. As the learner becomes more competent, however, the teacher fades out allowing much greater independence for the novice.
We see this approach as a co-construction of knowledge. It is the teacher’s role is to facilitate and guide while the learner is seeking to interpret the material in light of their prior knowledge. This allows the new information to conform or challenge previously established mental frameworks.
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Contact: Judy Milton Cynde McInis |