Contextual teaching and learning: the effective strategy for contextualization of teaching and learning (Record no. 48587)
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| 000 -LEADER | |
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| fixed length control field | a |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171123b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 978-81-7708-454-2 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370/Bin |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Bindu, M.P. |
| 9 (RLIN) | 28591 |
| 245 ## - TITLE STATEMENT | |
| Title | Contextual teaching and learning: the effective strategy for contextualization of teaching and learning |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | New Century Publications |
| Date of publication, distribution, etc | 2017 |
| Place of publication, distribution, etc | New Delhi |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xii, 159 |
| Other physical details | Paper |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | CONTENTS<br/> <br/>1. Role of Education in Modern Societies<br/>1.1 Objectives of Education<br/>1.2 Science Education<br/>1.2.1 Aim of Science Education<br/>1.2.2 Activity-based Teaching<br/>1.2.3 Contextual Teaching and Leaning (CTL)<br/>1.2.4 Context-based approach<br/>1.3 Contexts Important to Science Learning<br/>1.4 Constructivist Classrooms<br/><br/>2. Theories and Processes of Learning<br/>2.1 How Does Learning Take Place?<br/>2.2 Theories of Learning<br/>2.3 Collaborative Learning<br/>2.4 State-dependent Learning<br/>2.4.1 State as a Contextual Cue<br/>2.4.2 Motivational State<br/>2.5 Connectionism as a Learning Theory<br/>2.6 What Do We Know About Learning Process?<br/>2.7 More than One Way to Learn<br/>2.8 Epistemological Frameworks for Learning<br/>2.9 Process of Learning<br/><br/>3. Teacher and Students in an Interactive Classroom<br/>3.1 Interactive Realities of a Classroom Life<br/>3.2 Culturally Responsive Education<br/>3.3 Exposing Students to Ever-widening Domain<br/>3.4 Discussion-based Learning Environments<br/>3.5 Challenges for the Teachers<br/>3.6 Instructional Strategies<br/>3.7 Multi-dimensional Classrooms<br/><br/>4. Importance of Context in Teaching and Learning<br/>4.1 What is Context?<br/>4.1.1 Spatial Context<br/>4.1.2 Temporal Context<br/>4.1.3 Cognitive Context<br/>4.2 Personal Context<br/>4.3 Socio-cultural Context<br/>4.4 Physical Context<br/>4.5 Importance of Context in Teaching and Learning<br/>4.6 Context Dependent Memory<br/>4.7 Cognitive Context-dependent Memory<br/>4.8 Environmental Context-dependent Memory<br/>4.8.1 Environmental Reinstatement Effect<br/>4.8.2 Long-term Reinstatement Effect<br/>4.8.3 Short-term Reinstatement Effects<br/>4.8.4 Outshining Hypothesis<br/>4.9 Context Recall Technique<br/>4.10 Contextual Intelligence<br/><br/>5. History and Principles of Contextual Teaching and Learning (CTL)<br/>5.1 Meaning and Purpose of (CTL)<br/>5.2 History of Contextual Teaching and Learning<br/>5.3 Principles of CTL<br/>5.3.1 Principles of Interdependence<br/>5.3.2 Principle of Differentiation<br/>5.3.3 Principle of Self-regulation<br/>5.4 CTL Encompass All Styles of Learning<br/>5.5 Curriculum and CTL<br/>5.6 Context-based Classroom<br/>5.7 Importance of CTL<br/>5.8 Striving for Connectedness<br/><br/>6. Philosophy and Characteristics of CTL<br/>6.1 Contextualism: Philosophy and Psychology<br/>6.2 Theory of Cognitivism and CTL<br/>6.3 Structural Aspect of Psychological Context<br/>6.3.1 Functional Aspect of Psychological Context<br/>6.3.2 Superposition of Contexts<br/>6.3.3 Concentric Inclusion of Contexts<br/>6.4 Characteristics of CTL<br/>6.5 Ideas of Lev Vygotsky<br/>6.6 Traditional versus CTL Methods<br/>6.7 Compatibility of CTL and Human Brain Development<br/>6.8 Empowering Teachers<br/> <br/>7. Components and Strategies of CTL<br/>7.1 Components of CTL<br/>7.1.1 Constructivism<br/>7.1.2 Questioning<br/>7.1.3 Inquiry<br/>7.1.4 Learning Community<br/>7.1.5 Modelling<br/>7.1.6 Reflection<br/>7.1.7 Authentic Assessment<br/>7.2 Strategies for Implementing CTL<br/>7.2.1 Problem-based CTL<br/>7.2.2 Multiple Contexts<br/>7.2.3 Drawing upon Student Diversity<br/><br/>8. Classroom Implications of CTL<br/>8.1 Role of a Teacher in CTL<br/>8.2 Applications of CTL<br/>8.3 Construction of New Knowledge<br/>8.4 Neo-Piagetian Theory<br/>8.5 REACT Strategy<br/>8.5.1 Relating<br/>8.5.2 Experiencing<br/>8.5.3 Applying<br/>8.5.4 Co-operating<br/>8.5.5 Transferring<br/><br/>9. Conclusions<br/><br/>References/Bibliography<br/><br/>Index<br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | ABOUT THE BOOK<br/>Education is a catalytic factor which leads to development of resources comprising better health and nutrition, improved socio-economic opportunities and more congenial and beneficial natural environment for all. Education is important in the development process for two reasons. Firstly, it can be viewed as an end in itself as it improves the perception of life of the people. Secondly, education leads to formation of human capital and is an important investment in the development process.<br/>The system of education has a determining influence on the rate at which economic progress is achieved and the benefits which can be derived from it. Economic development naturally makes growing demands on human resources and in a democratic set up, it calls for values and attitudes in the building up in which the quality of education is an important element.<br/><br/>It is important to ensure that teaching and learning takes place in an enjoyable and meaningful environment. Each individual is unique and modern education system considers each student as a cultural capital and an autonomous learner. Taking account of pupils’ differences is a key to successful teaching. It is the responsibility of the teacher to account for these differences so that every child is helped to rise to the height, commensurate with his/her abilities.<br/><br/>This book describes the innovative teaching approaches called contextual teaching and learning (CTL). It has immense utility for students, teachers and policymakers and all those who believe and accept dynamism in education.<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Contextual |
| 9 (RLIN) | 28592 |
| Topical term or geographic name as entry element | Teaching |
| 9 (RLIN) | 28593 |
| Topical term or geographic name as entry element | Learning |
| 9 (RLIN) | 28594 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Item type | Book |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Cost, normal purchase price | Full call number | Barcode | Date last seen | Cost, replacement price | Price effective from |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Library Annexe -2 (6th Floor) | Library Annexe -2 (6th Floor) | 22/11/2017 | New Leaf - Bill No. 0455/06-11-2017 | 540.00 | 370/Bin/34278 | 11134278 | 07/06/2022 | 675.00 | 22/11/2017 |