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National Conference on Teacher Quality - Exemplary Practices in Contextual Teaching and Learning

Exemplary Practices

C-6: Contextual Teaching and Learning: A Problem-Based Approach

The Kentucky Education Reform Act (KERA), passed after the state?s system of public education was found unconstitutional because it failed to ensure an adequate education to all students, ushered in an era of exciting change at both the K-12 and post-secondary level. The systemic nature of KERA provides a reform climate that pushes schools to become more equitable, more accountable, and asks teacher preparation programs to focus on teacher knowledge and performance in real settings.

The School of Education?s mission statement pledges that: "The University shall collaborate with the public schools to further educational reform in Kentucky." For more than a decade, the University of Louisville has collaborated with local educators to create professional development schools. PDS sites, where teacher preparation courses are taught, simultaneously focus on new teacher preparation and continuing school improvement and professional development activities. These sites also spur the inquiry of teacher education faculty members relative to effective, contextually sensitive teacher education and K-12 teaching practices.

Kentucky?s sweeping educational reform efforts have supported University efforts to strengthen relationships among schools, families, and local communities. As an urban institution, U of L is particularly concerned with improving the education and quality of life for persons of all ethnic and cultural backgrounds. Thus, in addition to preparing teachers to meet standards for experienced teachers (see below), the Department of Secondary Education adopted the program, "Understanding the Complex Lives of Children and Adults in Schools and Society." One fundamental belief of the department?s teacher education program is that understanding any complex phenomenon cannot be separated from knowledge of the context in which that phenomenon occurs. Therefore, program curriculum is centered around problem-based learning activities designed to help students understand the school context, the local community, and create multiple opportunities for teacher education students to interact with high school students in a variety of school and community contexts.

These projects are significant not only in helping address essential questions facing educators in urban schools, but also in modeling a pedagogical approach. Some call this inquiry approach, influenced by social constructivist learning theory, project-based learning, contextual learning, or authentic instruction. Regardless, of the label, however, this pedagogical approach assumes that active student learning is preferable to passive receipt of "expert" knowledge; that knowledge must be constructed in meaningful contexts; and that school learning should be connected to the world beyond the classroom. In addition to fitting departmental beliefs about teaching and learning, these ideas are consistent with the perspective adopted in Kentucky?s academic expectations for students. By modeling such pedagogy, program faculty are hopeful that graduates will be more comfortable and capable of implementing a similar approach in their classrooms.

More basic to the program?s emphasis on inquiry, however, is a commitment to preparing teachers to adopt a problem solving perspective with respect to their practice. In this way, faculty endeavor to prepare teachers who focus less on "doing it right" and more on understanding what their students need to do in order to learn important content. While some may characterize this perspective as less practical since less attention is paid to filling teacher education students? "tool kits" (the strategies they are likely to rely on to survive their early teaching careers). Rather, program faculty encourage teacher education students to experiment with inquiry-based approaches in their classroom practicum, internship, and student teaching placements, but emphasize that these practices are context-sensitive and are not inherently "effective." Teacher education students are encouraged to view themselves as learners, to collect data about their students? learning and their teaching practice, to form critical friendships with their colleagues, and reflect on their own practice through journal writing and continued professional development. All of these efforts, program faculty hope, will help program graduates focus on their students? learning rather than their own teaching performance.

Kentucky Experienced Teacher Standards

  1. The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

  2. The teacher demonstrates content knowledge within own discipline(s) and in application(s) to other disciplines

  3. The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

  4. The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

  5. The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

  6. The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

  7. The teacher reflects on and evaluates teaching/learning.

  8. The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

  9. The teacher evaluates own performance in relation to Kentucky?s learner goals and implements a professional development plan.

  10. The teacher demonstrates competency in educational technology.

Institutional Mission and Context

The University of Louisville is a metropolitan research university located in Kentucky's largest urban area. The University serves the specific educational, intellectual, cultural, service, and research needs of the greater Louisville region and has a special obligation to serve the needs of a diverse population, including many ethnic minorities and placebound, part-time, nontraditional students. U of L is home to approximately 21,000 students and 1,800 faculty. The University of Louisville offers graduate, professional, baccalaureate, and associate degrees, as well as certificates, in over 170 fields of study through 11 schools and colleges.

The School of Education?s eight academic departments offer a variety of degree and certification programs including undergraduate degree programs, Master's and Doctoral level programs, and the Master of Arts in Teaching degree. The Department of Secondary Education recommends approximately 80 students per year for certification in Art, Biological and Physical Sciences, Business, English, Foreign Language, Mathematics, and Social Studies.

The Jefferson County Public Schools serves approximately 92,000 students in 87 elementary schools, 23 middle schools, 20 high schools, and 21 other learning centers. The student population is approximately 69% Caucasian, 30% African American, and 1% other. In May 1993, the National Alliance of Business (NAB) honored Louisville and Jefferson County as the recipients of the first annual Scholastic Community Award for Excellence in Education.

Key Partnership Representatives

Doug Simpson, Dean, School of Education, University of Louisville
Wynn Egginton, Co-director, Nystrand Center of Excellence in Education
Allan Dittmer, Chair, Department of Secondary Education, University of Louisville
Lori Holland, Gheens Academy, Jefferson County Public Schools

For more information on these exemplary practices contact:
Dr. Steve Ryan, Assistant Professor, Department of Secondary Education
University of Louisville
Louisville, KY 40292
Phone: (502) 261-8397 Email: ryan@louisville.edu FAX: (502) 852-1417

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