Contextual Learning Three-Part Seminar
This three-part seminar is designed to give educators an overview of issues related to contextual learning and teaching, providing insight into theory and techniques and opportunities to practice application to the classroom. Participants will gain an understanding of the challenges that have generated educational reform, the advantages of contextual learning, and ways to restructure courses.

Part 1, The Theory of Contextual Learning LS-201
A review of research regarding the contextual nature of the human brain and the value of context in facilitating learning for all students. Examine and compare traditional teaching procedures and contextual learning approaches. Explore the advantages of teaching through hands-on activities that relate directly to the life and future careers of students. Examine some available materials that support contextual teaching and learning.
[AL]
Walt Edling

Part 2, The Techniques of Contextual Learning LS-202
Learn practical methods for teaching the basics through work-related connections and hands-on activities. Connect academic, occupational, and employability standards as a way to introduce context for abstract concepts. Examine ways to help students learn by connecting the theory of their learning experiences to practical functions in business and industry. Practice adjusting teaching practices to incorporate contextual strategies.
[AL]
Walt Edling

Part 3, The Application of Contextual Learning LS-203
Most careers today demand a combination of academic knowledge, technical skills, and the ability to function and solve problems in the contemporary workplace. Traditional education has focused on decontextualized or disconnected knowledge with the hope that students will find ways to reconnect and apply what they have learned. The transition to successful employment will be much easier for the student who has participated in complex assignments that provide experience in translating factual knowledge into practice. Project-based learning is a strategy that provides a framework for these learning opportunities. Participants will examine sample projects and practice designing a new project.
[AL]
Walt Edling

Integrating Contextual Learning into Curriculum Materials
LS-004 (1.5 hours)
This session will demonstrate how CORD has embedded contextual learning principles into curriculum materials. Specific examples from CORD Algebra 1 will be presented. Included will be a brief overview of the concepts of contextual learning and learning styles. This session will provide opportunities for participants to ask specific questions about their programs and to receive technical assistance from CORD related to curriculum design and professional development. [PS SD]
John Souders or Mike Crawford

Meeting the Challenge of Diverse Learning Styles, Part 1 LS-205
Today's challenge to education is to maximize the learning success of all students. Traditionally, education has focused heavily on abstract learners, who represent only a fraction of the population. This session will explore the research related to learning dispositions and learning styles and the relationship of these factors to the teaching/learning process. Implications for curriculum structure, materials, and teaching/learning methods will be introduced. Participants will examine their own learning styles.
[PS SD]
Walt Edling

Meeting the Challenge of Diverse Learning Styles, Part 2 LS-206
This session will address content revision and the restructuring of teaching and delivery methodologies with the goal of improving success for all students by addressing learning style issues. The roles of contextual materials, project-based learning, and worksite learning will be examined. Participants will identify various learning styles and work on ways to revise content to meet the needs of diverse learners.
[PS SD]
Walt Edling

Meeting the Challenge of Diverse Learning Styles, Part 3 LS-207
This workshop session will further involve participants in revising course structures to meet the needs of diverse learners. Participants will have opportunities to ask questions related to their specific concerns and to receive technical assistance in revising content.
[PS SD]
Walt Edling

An Introduction to Project-Based Learning
LS-208 (This may be a two-part series: LS-208 and LS-209; or a three-part series: LS-208, LS-209, and LS-210)
Projects (1) can provide a means for integrating academic, employability, and occupational content; (2) are contextual; (3) have career implications; (4) can accommodate different learning styles; and (5) are assessed using authentic assessment methodologies. This introductory workshop focuses on the components of project-based learning and the benefits to students and teachers. Participants will form the framework for adapting course content for project-based learning, whether within a course or between integrated curriculum teams.
[SD]
Mary Witte

Designing, Implementing, and Evaluating Project-Based Learning LS-209
Through interactive exercises and discussion, participants will learn how to design project-based learning units that effectively integrate work-based learning and developmental career guidance components. Participants will design a project overview and example supporting lesson plans.
[SD]
Mary Witte

Project-Based Learning: A Practical Clinic LS-210
This interactive workshop focuses on the process for developing integrated/interdisciplinary projects with a broad-based theme. Participants will develop the framework for thematic curricula, incorporate the project overview, and discuss example supporting lesson plans from the preceding workshop.
[SD]
Mary Witte

Teaching Critical Thinking Skills, Part 1 LS-411
This workshop focuses on how to teach the kind of thinking used to evaluate the reasonableness of ideas. Participants will learn specific strategies for teaching thinking skills, such as accuracy of observation and reliability of sources, casual explanation, prediction, generalization, and conditional reasoning. Strategies for infusing critical thinking skills into content instruction will be discussed.
[PS SD]
Ruth Loring

Teaching Critical Thinking Skills, Part 2 LS-412
Part 2 of this workshop focuses on teaching skillful processing of ideas in order to make decisions and solve problems. Participants will learn to identify the interdependence between the thinking skills presented in Part 1 and the more complex critical thinking processes of decision making and problem solving. Each participant will develop a critical thinking lesson within the context of his or her content area.
[PS SD]
Ruth Loring

Behavior Management in the Contextual Classroom LS-213
An effective contextual classroom requires interaction and cooperation between students. Interaction can be chaos in the classroom, but, to be productive, it must be controlled chaos. This session will review organizational and behavioral strategies that set reasonable expectations and make students accountable for their actions while maintaining a learner-centered environment. The session will also include strategies that are appropriate to use in cooperative learning environments and applied academics classrooms. [PS SD]
Pam Fails

Using Technology and Manipulatives in the Algebra and Geometry Classroom LS-214
Teachers will receive instruction on the use of math activities, manipulatives, job-related equipment, and technology in the classroom. The session will be presented by a secondary math instructor and a secondary computer instructor. Technology components will include software demonstrations, Internet web sites, and graphing calculators. Instruction will include Algeblocks, vernier calipers, micrometers, and geometry activities. [SD]
Pam Fails, Sara Mynarcik

Cooperative Learning: Facilitating Collaboration in the Classroom LS-215; 415; 615
Maximize student learning potential by directly and actively involving them in relevant learning experiences. Cooperative learning builds the collaborative skills and attitudes necessary to succeed in the world of work and allows greater use of higher-level reasoning strategies. This session will share strategies to facilitate cooperative learning in the classroom and to encourage students to take responsibility for learning. Emphasis will be placed on developing the positive social skills necessary for effective cooperative learning, individual accountability and evaluation of cooperative projects, practical solutions to the challenges of implementing cooperative learning, and a variety of suggested cooperative learning strategies. [PS SD]
Randy Ford