Data Loading...
CLM Manual Ver 2.0 Flipbook PDF
CLM Manual Ver 2.0
845 Views
630 Downloads
FLIP PDF 554.08KB
CONTEXTUAL LEARNING MATRIX (CLM) DEVELOPMENT GUIDE
Curriculum and Training Aids Development Division National Institute for Technical Education & Skills Development Technical Education and Skills Development Authority East Service Road, South Luzon Expressway, Taguig, Metro Manila
Table of Contents INTRODUCTION:.................................................................................................... 1 COMPARISON OF CONTEXTUAL AND TRADITIONAL INSTRUCTIONS............ 1 CONTEXTUAL LEARNING THEORIES AND PRINCIPLES ................................... 1 What does context really mean? ............................................................................. 1 What is contextual learning? ................................................................................... 2 Contextual learning Characteristics ........................................................................ 2 KEY ELEMENTS .................................................................................................... 2 BENEFITS OF CONTEXTUAL LEARNING ............................................................ 2 COMPONENTS OF CLM ........................................................................................ 3 THE CLM DEVELOPMENT COMMITTEE AND THEIR ROLES ............................ 5 CLM IN THE CURRICULUM DEVELOPMENT PROCESS .................................... 5 PREPARING FOR CLM DEVELOPMENT .............................................................. 5 Inputs in Developing the CLM ................................................................................. 5 Materials needed: ................................................................................................... 5 Summary of Steps in developing the CLM .............................................................. 6 CLM Form ............................................................................................................... 6 COMPLETING THE CONTEXTUAL LEARNING MATRIX FORM .......................... 6 Part A. Learning Concepts ...................................................................................... 7 Part B: Basic and Common Competencies ........................................................... 10 Part C: Learning Activities, Materials and Cost ..................................................... 11 DEFINITION OF CONTEXTUAL TEACHING AND LEARNING ........................... 13 PRINCIPLES OF CONTEXTUAL TEACHING AND LEARNING .......................... 13 COMPONENTS OF CONTEXTUAL TEACHING AND LEARNING ...................... 13 CONSTRUCTIVISM .............................................................................................. 13 CONCLUSION ...................................................................................................... 13 REFERENCES ..................................................................................................... 14
INTRODUCTION: This material will guide you in developing a contextual learning matrix that incorporates learning concepts in technology, science, mathematics, communication and environmental concerns to build on the knowledge base of learners along with learning activities for application to real world situations. In the new TR framework, the CLM is one of the requirements under Section 3-Training Arrangement wherein all TVET providers shall develop a Contextual Learning Matrix (CLM) to accompany their curricula. Contextual Learning Matrix is an analytical tool that can be used by curriculum developers, trainers and assessors, administrators and supervisors to aid in curriculum development/enhancement, instructional design, curriculum review/ approval.
COMPARISON OF CONTEXTUAL AND TRADITIONAL INSTRUCTIONS According to Blanchard (2010:1) there are some differences between contextual teaching and learning and traditional instruction. Traditional instruction is an instruction that emphasized in conventional way, it still applies the importance of memorization not construction the materials from the real context based on experience. It still stresses in teacher’s role than students. While contextual instruction is in the opposite. There are some comparisons of contextual and traditional instructions. Traditional Instruction
Contextual Instruction
1. Relies on rote (routine) memory
1. Relies on spatial (happening in space) memory
2. Typically focused on single subject
2. Typically integrates multiple subjects
3. Value of information is determined by teacher
3. Value of information is based on individual need
4. Fills students with deposits of information until needed
4. Relates information with prior knowledge
5. Assessment of learning is only for formal academic occasions such as exams.
5. Authentic assessment through practical application or solving of realistic problem
CONTEXTUAL LEARNING THEORIES AND PRINCIPLES What does context really mean? Context encompasses circumstances that form the setting for an event, statement or idea, and in terms of which it can be truly understood and assessed. It is also the part of something written, spoken or plan of action which immediately precede and follow a word or performance in various strategies to clarify its meaning.
Page |1
What is contextual learning? Contextual leaning is a teaching concept that helps teachers relate the materials taught with real world situation, and motivate the learners to make correlation between the existing knowledge and its applications in their lives as member of family, society and nation. Contextual learning enables the learners to relate the materials content with daily life content to discover the meaning. (Blanchard, Bern, and Erickson)
Contextual learning Characteristics
Shows application of the academic subjects/technical theories and connections beyond the classroom Provides relevance to the learner Makes learning and teaching more exciting Contextual learning may be referred to as: o Hands-on o Applied o Project-based o Integrated o Learning-centered o Real world o Active o School-to-career
KEY ELEMENTS Current perspectives on what it means for learning to be contextualized include: situated cognition- all learning is applied knowledge social cognition- intrapersonal constructs distributed cognition- constructs that are continually shaped by other people and things outside the individual Constructivist learning theory maintains that learning is a process of constructing meaning from experience. Contextual learning may be useful for child development if it provides learning experiences in a context in which children are interested and motivated. Various experiential learning theorists have contributed to an understanding of contextual learning.
BENEFITS OF CONTEXTUAL LEARNING
Both direct instruction and constructivist activities can be compatible and effective in the achievement of learning goals. Increasing one’s efforts results in more ability. This theory opposes the notion that one’s aptitude is unchangeable. Striving for learning goals motivates an individual to be engaged in activities with a commitment to learning. Children learn the standards, values, and knowledge of society by raising questions and accepting challenges to find solutions that are not immediately apparent. Other learning processes are explaining concepts, justifying their reasoning and seeking information. Therefore, learning is a social process which requires social and cultural factors to be considered during instructional planning. This social nature of learning also drives the determination of the learning goals. Page |2
Knowledge and learning are situated in particular physical and social context. A range of settings may be used such as the home, the community, and the workplace, depending on the purpose of instruction and the intended learning goals. Knowledge may be viewed as distributed or stretched over the individual, other persons, and various artifacts such as physical and symbolic tools and not solely as a property of individuals. Thus, people, as an integral part of the learning process, must share knowledge and tasks.
COMPONENTS OF CLM
Unit Title – the title of the specific competency identified from the competency standard.
Module Title – title formulated after the competency standard has been analyzed.
Elements of Competency – the skills described in outcome terms, that a person must be able to perform in order to complete the work activity as indicated by the unit of competency. (TESDA Board Resolution No. 2004-13)
Performance Criteria – evaluative statements that specify what is to be assessed and the required level of performance (Training Regulations Framework(
Technology – refer to ideas, concepts, theories and principles relevant to the application of skills, processes, procedures, techniques, & safety practices, essential for manipulation of tools, materials, and machines/equipment of a particular trade. Examples: Using a steel planer Wood turning procedures Four stroke cycle engine
Science - body of related knowledge such as; (laws, facts, principles, theories, researches) which provide a systematic explanation for the existence of; life, technology, discovery materials, invention of tools, equipment, and sets of practices, and other phenomena natural or anthropogenic. Examples: Fluid and pressure Plant growth stages Gas shielding theory
Mathematics – information which involve computations, measurements, estimations, selection and applications of mathematical process, and collecting, displaying, or interpreting data, which supports the attainment of accuracy and quality of performance or product. Page |3
Examples: Feed rate and cutting speed Calculation of gear ratio for cutting threads Computation of power rate
Communication – information which help the learners achieve proficiency in using the specific language including written, verbal, and non-verbal expression, to convey message/s intended to support the accomplishment of learning experiences. Examples: Telephone etiquette Writing application letter Public speaking
Environmental concerns - refers to theoretical facts, issues, researches, laws, activities/practices involve in a particular technology area that may have caused a direct or indirect impact to the environment. Examples:
Environmental pollution Global warming Land and water conservation Reforestation
Learning Activity - statements of planned learning experiences of a particular learning outcome including; the resources, methods, and the environment designed to show the connection of the learning content and its application in real world situations. Examples: Compute gear ratio and set-up lathe machine to cut 12 ½ - TPI V-thread on a carbon steel shaft. Collect water samples from various water sources in particular community, determine and compare the water salinity level. Conduct environmental protection awareness campaign in a particular community through seminar and lectures.
Page |4
THE CLM DEVELOPMENT COMMITTEE AND THEIR ROLES
Instruction supervisor – oversees the development of CLM; Technology instructor - provides essential learning concepts in technology; Science instructor – provides essential learning concepts in science; Math instructor - provides essential learning concepts in math; English Communication instructor - provides essential learning concepts in communication. and Industry expert – validates the accuracy of identified learning concepts and activities.
CLM IN THE CURRICULUM DEVELOPMENT PROCESS The development process usually starts with a promulgated TR or Competency Standards to fill up the CLM form. In cases when no TR is available, industry experts are invited to provide the competency details and help in the development of the CLM. A well-developed CLM which contains all the concepts required by the elements of the unit of competency is an ideal reference in developing the competency-based curriculum (CBC) which is used by training institutions for program registration. CLM is also useful when formulating the institutional assessment (IA) and guides the curriculum writer in developing the competency-based learning materials.
TR /CS
CLM
EVALUATION (CLM)
IA
CBC
CBLM
PREPARING FOR CLM DEVELOPMENT Inputs in Developing the CLM
Competency Standard Occupational Skills Standards Task Analysis Existing Competency-Based Curriculum (CBC)
Materials and equipment needed
Copy of Training Regulations (TR) promulgated by TESDA Copy of Competency-Based Curriculum of the same TR qualification (optional) Computer with installed spreadsheet application i.e. Microsoft Excel Printer (optional) Page |5
Summary of Steps in developing the CLM 1. Refer to the template (CLM Form) supplied in this document. 2. Select a unit of competency. 3. Identify the module/s title. 4. Copy all 1 element to the elements column. 5. Analyze the performance criteria and identify relevant contents. (technology, science, math and communication concepts, and safety to environment. 6. Include essential contents not covered by the performance criteria. 7. State learning activity/ies based on the identified contents. 8. Repeat steps 1-7 for the succeeding elements of each module. 9. Develop the matrix for all units/modules of the core competencies.
CLM Form Part A: Learning Concepts Qualification Title: Core Unit of Competency: Code: Module Title: NITESD Facilitator Prepared by: Elements
Performance Criteria
Learning Concepts Technology
Science
Math
English/ Comm
Environmental Concerns
Part B: Basic and Common Competencies 1
Common Competencies 2 3
Basic Competencies 2 3
1
4
Frequency
Part C: Learning Activities, Equipment, Materials, Training Duration and Cost Learning Materials
Learning Activities
Equipment
Print
Video
CD
Others
Supplies and Materials per Learning Activity
Estimated Training Hours for each activity identified
Estimated Cost
COMPLETING THE CONTEXTUAL LEARNING MATRIX FORM Procedures in developing the matrix for a qualification with existing Training Regulations Page |6
Part A. Learning Concepts 1. Secure a copy of an existing Training Regulations that match the qualification you intend to develop. For example:
UNIT OF COMPETENCY:
CONDUCT FIELD ASSESSMENT
UNIT CODE
AGR321320
:
UNIT DESCRIPTOR:
This unit covers the skills, knowledge and attitudes required for performing field-assessment activities. It involves assessment of the area, identification of pests and their natural enemies, and other beneficial organisms, collecting data related to natural enemy populations and pest infestations and maintaining records and providing feedback.
2. Fill-up the form starting from Qualification Title, Level, Code, and its corresponding Module Title. (Module title may be derived from the unit of competency or created by the CLM development committee). For example: Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II Core Unit of Competency: Conduct Field Assessment Code: AGR321320 Module Title: Conducting Field Assessment NITESD Facilitator: Juan dela Cruz Prepared by: Learning Concepts Elements
Performance Criteria
Technology
Science
Math
English/ Comm
Environmental Concerns
3. Copy the elements of the core competency from Section 2 (Competency Standard) of the TR into the CLM form.
‘
Page |7
For example:
Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II Core Unit of Competency: Conduct Field Assessment Code: AGR321320 Module Title: Conducting Field Assessment NITESD Facilitator: Juan dela Cruz Prepared by: Learning Concepts Elements
Performance Criteria
Technology
Science
Math
English/ Comm
Environmental Concerns
1. Assess the area 2. Identify pests and their natural enemies, and other beneficial organism
Page |8
4. Copy the corresponding Performance Criteria from Core Competency of the CS into the CLM form. For example:
Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II Core Unit of Competency: Conduct Field Assessment Code: AGR321320 Module Title: Conducting Field Assessment NITESD Facilitator: Juan dela Cruz Prepared by: Learning Concepts Elements
Performance Criteria
1. Assess the area
Field is visited for assessment according to farm work procedures Plant appearance and growth are observed for possible presence of pests and their natural enemies, other beneficial organisms and nutritional disorders according to farm work procedures
Technology
Science
Math
English/ Comm
Environmental Concerns
5. Identify the appropriate concepts of Technology, Science, Math, Communication and Environmental Concerns to the corresponding columns of the form. You may also find the related concepts from the CBC Contents or the Evidence Guide of the TR. For example: Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II Core Unit of Competency: Conduct Field Assessment Code: AGR321320 Module Title: Conducting Field Assessment NITESD Facilitator: Juan dela Cruz Prepared by: Elements Learning Concepts
Page |9
Performance Criteria
1. Assess the area
Field is visited for assessment according to farm work procedures
Technology
Science
Field assessment processes and procedures
Soil classification Soil composition
Math
Environm ental Concerns
English/ Comm Filling up assessment forms & data form recording Preparing report
Plant appearance and growth are observed for possible presence of pests and their natural enemies, other beneficial organisms and nutritional disorders according to farm work procedures
Agroecosystem (AESA)
Field Ecosystems
Soil pollution
Parasites/paras itoids Predators Pollinators Repellant or refuge plants Microorganisms / Entomopathog ens
Developmen t growth of plant
Pesticides and pest management
Life Cycle of Pests
Signs of pest damage Symptoms of diseases Manifestations of nutritional disorders OHS risks, hazards, and prevention
Proper communica tion to the people concerned
Effects of Climate change on the life cycle of pest
Environment management staff concerned
Filling up assessment forms
6. Repeat steps 3 to 5 until all the units of competencies and element of the core competencies are covered.
Part B: Basic and Common Competencies 1. Copy the Units of Competency of the Basic and Common from Section 2 of the TR. 2. Analyze the concepts found in Part A of the form and put check marks or 1’s in the columns that require the identified elements of basic and common competencies. 3. Add all the check marks or 1’s and put the result in the Frequency column.
P a g e | 10
For example:
1
1
1
4. Repeat steps 3 and 4 to complete Part B of the form. 5. Prepare a checklist of common and basic competencies that have the majority of check marks or 1’s. Competencies that obtained high total scores for the whole qualification (above average) must be taught separately aside from the core competencies. The remaining basic and common competencies that scored less may be embedded to the elements of the core competencies. Basic and common competencies that were not scored shall not be taught entirely. For example Common Competencies Apply safety measures in farm operations Perform estimation and calculation Basic Competencies Participate in workplace communication Work in a team environment Practice occupational health and safety
Part C: Learning Activities, Materials and Cost 1. Formulate the Learning Activities that may provide sufficient practice of skills required for the attainment of the Core Competency Element.
P a g e | 11
Frequency
1
4.3 Maintain occupational health and safety awareness
1
4.2 Control hazards and risks
1
4. Practice occupational health and safety
4.1 Evaluate hazard and risks
2.3 Work as a team member
1
3.3 Maintain professional growth and development.
2.2 Identify own role and responsibility within team
1
3.2 Set and meet work priorities.
2.1 Describe team role and scope
1
3.1Integrate personal objectives with organizational goals.
1.3 Participate in workplace meeting and discussion
1
Basic Competencies 2. Work in a 3. Practice team career environment professionalism
1.2 Complete relevant work related documents
3.2 Perform basic workplace calculations
1
1. Participate in workplace communication
1.1 Obtain and convey workplace information.
3.1 Perform estimation
2.3 Perform preventive maintenance
1
2.2 Select and operate farm equipment
1.2 Safekeep/dispose tools, materials and outfit
1
2.1 Select and use farm tools
1.1 Apply appropriate safety measures while working in farm
Common Competencies 1. Apply 2. Use farm 3. Perform safety tools and estimation measures in equipment and farm calculation operations
13
2. Identify the required Learning Materials (Print-based, videos, presentation, interactive e-learning resources) corresponding to the learning concepts columns. 3. Determine the estimated training duration for the learning activity. 4. Estimate the cost of the supplies, and training materials. 5. Repeat steps 1 to 4 to complete Part C of the form. For example: Learning Requirements
Learning Activities
Equipment
Determine types of plants in the field. Identify types of soil and composition Determine growth development of plants
Computer Projector CD player Sound System
Determine the degree of pest damages Determine types of pest within the area Identify soil nutrients
Print
Video
Modules on Integrated Pest Managemen t (IPM) Principles
Orientation video
Enterprise Procedure Relevant to Plant Growth
Orientation video
Pesticides and Pest Management
Orientation video
C D
Supplies and Materials per Learning Activity
Estimated Training Hours for each activity identified
Brochures in IPM regulations
Learning Guides/ modules
8 hours
Environmental protection law
Different electronic tools and supplies Identified materials used in garbage collections
Others
Estimated Cost
P 500.00
Forms Checklist Calculator Forms Checklist Calculator
Note: When developing CLM without TR, invite qualified experts/technology instructors, science, math, and communication instructors to supply the required information in the prescribed format. Get the form validated by industry experts. For Bundled Qualifications, just follow the same procedure described on pages 6 to 8 and repeat the steps to complete the CLM of bundled qualifications. For Clustered Competencies, follow the procedure described on pages 6 to 8 and repeat the steps to complete all the required competencies.
P a g e | 12
DEFINITION OF CONTEXTUAL TEACHING AND LEARNING Contextual teaching and learning is an approach of learning that can’t be separated with behaviorism and constructivism theories. It is a conception of teaching and learning that helps teachers relate subject matter content to real world situation and its application to their lives as family, citizen, and workers and engage in the hard work that learning requires (Hudson& Whistler, 2007:1). This theory emphasizes students’ interest and experience (Satriani, Emilia, & Gunawan, 2012:11). Overall, contextual teaching and learning is an approach that focuses on the students’ center. The purpose of the approach is to motivate the learners to take charge of their own learning and to relate between knowledge and its application to the various contexts of their lives (Satriani, Emilia, & Gunawan, 2012:11).
PRINCIPLES OF CONTEXTUAL TEACHING AND LEARNING Contextual teaching and learning as one of approaches for teaching and learning has scientific principles. According to Johnson (2002:26) there are 3 principles of it. They are principles of interdependence, the principles of differentiation, and the principles of self-regulation.
COMPONENTS OF CONTEXTUAL TEACHING AND LEARNING Contextual teaching and learning also consists of some components that must be conducted as the part of its application. There are seven components of contextual teaching and learning that are useful to gain success in applying it (Wijarwadi, 2008:27).
CONSTRUCTIVISM From the history of contextual teaching and learning, constructivism is a theory that emphasizes the way how the students construct their own knowledge. It has five steps of learning. They are activating knowledge, acquiring knowledge, understanding knowledge, applying knowledge, and reflecting knowledge.
CONCLUSION Contextual teaching and learning is an approach that is derived from combination of behaviorism and constructivism theories. It includes behaviorism because it also learns the observable behavior produced by the learner to response to the stimuli. While, it includes constructivism since it engages the students to construct the meaning from their prior knowledge then relates it with the new knowledge to get the new understanding. The contextual teaching and learning emphasizes on the role of students than teacher. The materials are gained through the students. In this case, the teacher allows the students to find their own materials in their real contexts .So, they are easily to memorize and understand the materials. Contextual teaching and motivates the students to explore their learning, and talent.
P a g e | 13
REFERENCES
Berns, R.G., & Erickson, P. M. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlighted Zone Research @Work. 2(5).1-8. Available onwww.cord.org/uploadedfiles/NCCTE_Highlight05ContextualTeachingLearning.pdf. Retrieved on November 11th 2012.
Blanchard, A. (2012) .Contextual Teaching and Learning. Available on coe.csusb.edu/faculty/scarcella/siu463/Contextual Learning.htm. Retrieved from January 5th 2013.
Crawford, M. (2002). Contextual Teaching and Learning: Strategies for Creating Constructivist Classroom (Conclusion). Connections. 11(9). 1-6 .Available onhttp://www.cord.org/uploadedfiles/Teaching Contextually (Crawford).pdf. Retrieved on November 11th 2012.
Deen, I. S., & Smith, B.P. (2006). Contextual teaching and learning practices in the family and consumer sciences curriculum. Journal of Family and Consumer Sciences Education. 24 (1).14-27.Available on www.natefacs.org/JFCSE/v24no1/v24no1Shamsid-Deen.pdf. Retrieved on November 4th 2012.
Hudson,C.C., & Whisler, V. R. (2007). Contextual Teaching and Learning for Practitioners. Valdosta. Adult and Career Education of Vadolsta State University. Available onhttp://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf .Retrieved on November 11th 2012.
Johnson, E.B. (2002). Contextual teaching and learning: what it is and why it is here to stay. London: Routledge Falmer.
Ketter, C.T. & Arnold, J. (2003).” Implementing Contextual Teaching and Learning: Case Study of Nancy, a High School Science Novice Teacher. Final Report. Georgia: Department of Education at University of Georgia. Available onciteseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.200.5642&rep=rep1&type =pdf. Retrieved on November 11th 2012.
Paris, S. G., & Winograd, P. (2006). Preparing Teachers to Use Contextual Teaching and Learning Strategies To Improve Student Success In and Beyond School. Paper. London: Department of Education Project. Available onwww.ciera.org/library/archive/2001-04/0104parwin.htm. Retrieved on November 4th 2012.
Putnam, A.R., & Leach, L. (2004). Contextual Teaching with Computer-Assisted Instruction. Paper. Carbondale: Department of Workforce Education and Development. Available ongradworks.umi.com/3304124.pdf. Retrieved on November 4th 2012.
Satriani,I., Emilia, E., & Gunawan, M. H. (2012). Contextual Teaching and Learning Approach to Teaching Writing. Indonesian Journal of Applied Linguistics. 2(1) .10-22. Available onejournal.upi.edu/index.php/IJAL/article/download/70/36. Retrieved on November 11th 2012.
Wijarwadi, W. (2008). The Effectiveness of Contextual Teaching and Learning in Teaching Speaking. Paper. Jakarta: Undergraduate Program of Syarif HIDAYATULLAH State Islamic University. Available on db4.wikispaces.com/file/view/rc18-THEEFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING.pdf. Retrieved on November 11th 2012. P a g e | 14
Comments for the improvement of this material may be addressed to: Curriculum and Training Aids Development Division National Institute for Technical Education and Skills Development Technical Education and Skills Development Authority (TESDA) 6th Floor, TESDA Administrative Building, TESDA Complex, East Service Road, South Luzon Expressway, Taguig City, Philippines Telephone Number: +632-888-5651 E-mail Address: [email protected]