Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No.

WRITTEN REPORT IN

PSYCHOLOGICAL
BASES

JEAN LAVE’S
SITUATED
LEARNING
SUBMITTED BY:

JANELLE M. CABATBAT
BECED 1-1

SUBMITTED TO:

ASST. PROF. HAZEL F. BASTO

INSTRUCTOR

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Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No. 3

3
STUDY GUIDE FOR UNIT NO. ___

Review of the Bases

JEAN LAVE’S SITUATED LEARNING

MODULE OVERVIEW

This module covers Jean Lave and Etienne Wenger's situated learning theory, focusing on how active
participation in real-world contexts drives knowledge acquisition. It examines legitimate peripheral participation
(LPP) and provides examples of situated learning activities that involve real-world problems and collaboration.
By the end, you'll grasp the core principles of situated learning and its application in creating engaging
educational experiences.

MODULE LEARNING OBJECTIVES

At the end of this module students will be able to:

a. Define situated learning in the context of education;

b. Describe the benefits of situated learning compared to traditional learning approaches;
c. Identify examples of situated learning activities across different disciplines;
d. Explain how to design and implement situated learning activities in your own teaching practice;
e. Analyze the role of collaboration and critical thinking in situated learning; and
f. Evaluate the effectiveness of situated learning activities in promoting student engagement and knowledge
transfer.
.
LEARNING CONTENTS: UNIT 1- OBJECTIVES OF LEV’S SCAFFOLDING

a. Contextual Relevance: To make learning effective, ensure that learning experiences closely mimic
real-world situations. This approach helps learners see how their knowledge and skills apply directly to
practical contexts.

b.Authentic Practice: Encourage engagement in real-world activities typical of the field to foster
deeper understanding and skill acquisition.

c.Social Interaction: Encourage collaboration and interaction with more experienced practitioners or
peers. Lave emphasizes that learning often occurs through social participation and interaction within a
community of practice.

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Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No. 3

d. Cognitive Apprenticeship: Implement strategies where learners are guided through tasks by more
knowledgeable individuals, allowing them to gradually take on more responsibility and develop expertise
through observation and practice.
e. Legitimate Peripheral Participation: Provide opportunities for learners to engage in meaningful
tasks at the periphery of a community of practice, allowing them to gradually move towards more central roles
as they gain competence and confidence.
f. Reflective Practice: Foster environments where learners can reflect on their experiences and
practices. Reflection helps in understanding how knowledge applies to different situations and in developing a
deeper grasp of the subject matter.
g. Dynamic Learning: Recognize that learning is an ongoing process and that it evolves as learners
gain more experience and interact with their environment. Encourage continuous adaptation and growth within
the learning process.
h. Community of Practice: Develop and support communities of practice where learners can
interact, share knowledge, and support each other. These communities provide a social framework for
learning and facilitate the exchange of ideas and experiences.

LEARNING CONTENTS. DEFINITION OF BASICS CONCEPT

1. Group Activities
-Field trips, where students actively participate in an unfamiliar environment offer education and practical
experiences where students are completely engrossed. Another example is music or sports practice that
imitates a real-life setting of such events, ie. orchestras, studios, sports training facilities, etc. Or how about
creating a “Corporate Sales Office” as your classroom? Learners are Sales Managers with independent targets,
client lists, etc.
2. Role Play
-Learning happens through the actions involved in everyday situations where employees have to play certain
roles a sales representative, a marketing expert, the operations manager, an HR executive, and so on.
Knowledge is acquired contextually and is transferred only to similar situations. Therefore it is important to
indulge them in role-playing situations that will engage the learners in complex, realistic, problem-centered
activities, and provide support in acquiring the desired knowledge

3.Scenario Based Learning

Learning is not separated from the real world but exists in robust, complex, social environments made up of
actors, actions, and situations.

4. Using Technology
Information and facts are hard to retain when they are explained theoretically. Such concepts can be explained
effortlessly when learners learn through a game or through social media such as blogs, videos, or articles.

Meeting the needs of all students starts with knowing who your students are.
-Elena Aguilar

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Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No. 3

~END OF THE LESSON~

LEARNING ACTIVITIES
Activity 1- Identification and Essay
I. Identification
Directions: Identify the correct answer for the following questions. Use black pen only.

1. Such concepts can be explained effortlessly when learners learn through a game or through
social media such as blogs, videos, or articles.

2. Learning happens through the actions involved in everyday situations where employees have to
play certain roles – a sales representative, a marketing expert, the operations manager, an HR
executive, and so on.
3. social anthropologist and learning theorist who believes that learning is a social process, as
opposed to a cognitive one.

4. Learning is not separated from the real world but exists in robust, complex, social environments
made up of actors, actions, and situations.

II. ESSAY
Directions: Answer the following questions in 3 to 5 sentences only (5 points each).

1. Discuss the concept of situational learning and its implications for educational practice

2. How does situational learning enhance student engagement compared to traditional

learning methods?
ENUMERATION TEST
Directions: List down or enumerate what are being asked on each of the following item.
(1-7) Enumerate the Seven Dimensions of Core Values.
1.
2.
3.
4.
5.
6.
7.
(8-14) Give atleast 7 Core and Related Values of Nationalism.
8.
9.
10.
11.
12.
13.
14.
(15-20) Enumerate the 6 Truth Core and Related Values.

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Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No. 3

15.
15.
16.
17.
18.
19.
20.
(21-30) Enumerate the 10 Ways to Improve Your Personality
21.
22.
23.
24.
25.
26.
27.
28
ENUMERATION TEST
Directions: List down or enumerate what are being asked on each of the following item.
(1-7) Enumerate the Seven Dimensions of Core Values.
1.
2.
3.
4.
5.
6.
7.
(8-14) Give atleast 7 Core and Related Values of Nationalism.
8.
9.
10.
11.
12.
13.
14.
(15-20) Enumerate the 6 Truth Core and Related Values.
15.
15.
16.
17.
18.
19.
20.
(21-30) Enumerate the 10 Ways to Improve Your Personality
21.
22.
23.
24.
25.
26.
27.
28
ENUMERATION TEST
Directions: List down or enumerate what are being asked on each of the following item.

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Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No. 3

(1-7) Enumerate the Seven Dimensions of Core Values.

1.
2.
3.
4.
5.
6.
7.
(8-14) Give atleast 7 Core and Related Values of Nationalism.
8.
9.
10.
11.
1
ENUMERATION TEST
Directions: List down or enumerate what are being asked on each of the following item.
(1-7) Enumerate the Seven Dimensions of Core Values.
1.
2.
3.
4.
5.
6.
7.
(8-14) Give atleast 7 Core and Related Values of Nationalism.
8.
9.
10.
11.
1
Rubrics
Criteria 5 4 3 2 1
Content -Content is very -Content is -Content is -Content is quite -Content does
well understood. understood. understood but understood and it not address the
-Major points are -Major points do not quite does not address topic.
easily are understood address the topic the topic. -No major
understood and and supported. -Major points are -Major points are
points stated.
well supported understood but not supported.
not well
supported.
SUMMARY

Jean Lave's situated learning theory asserts that learning is most effective when it happens in real-world
contexts and through participation in authentic practices. It highlights that learners benefit from engaging in
tasks they will encounter in their professional lives, collaborating with more experienced individuals, and
gradually taking on more complex roles within a community of practice. Key aspects include the importance of
context, social interaction, reflective practice, and ongoing adaptation.

REFERENCES

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Study Guide in Prof Ed 103: Foundations of Inclusive and Special Education Unit No. 3

https://blog.originlearning.com/4-ways-to-apply-the-situated-learning-theory/

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge
University Press.
.

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