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In Mathematics, suppose I want to teach different shapes to students, then I will show them real life examples and tell them to collect real objects related with each shape.

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In Science, if I will teach parts of flower, then I will take students to garden and show parts using a real flower.

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For teaching a literature in another language I will encourage students to do drama based activity in which students will play characters of the particular novel and use target language in play

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Imagine I'm introducing students to the passive voice. In order for learners to understand this grammar topic, I would like to plan a visit to a soda bottling plant so they see that plastic is designed, produced, bottled, sold by...

This topic could be split in different lessons, starting from going to the factory and finishing in the creation of a poster on how plastic consumption is affecting both humans and animals.

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When I was a teacher in elementary school, I tried to introduce the contents with something familiar to students. For instance, when I introduced the content about fractions, I gave the students cards with pictures of flags from different countries. Then:
1) They had to count the flags.
2) I asked questions about:
a) How many flags have red stripes?
b) How many flags have stars?
According to the response, we wrote on the blackboard the numbers as fractions. Example: If there were 50 flags on the card and 35 flags had red stripes, we wrote 35/50.

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I will take them to the nearby botanical garden to teach them different shapes of leaves.

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let's suppose, I want to teach students the concept of addition and subtraction, and I ask them to bring $10 and buy a pencil from a stationary store. In addition, I give coupons to each and every student, with some receiving a $5 discount and others receiving a $6 discount. The following day, when they return to class, every pupil learns how much money they spent and received from the shopkeeper. In this way, they will learn the concept of subtraction, and at the same time, I will give everyone more coins and ask them to add the money they have left over to the cash. This teaches them how to add money.

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If I want to tell the separating method that is handpicking to segregate the un-wanted products from the useful product. Then I will tell about the method and perform activity in front of them so that they can understand the different methods properly. And ask the learner to do so .

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In physics, Newton's third law of motion is explained by pushing a ball upwards and applying force. This teaches them that every action has an equal and inverse reaction. As their hands move downward, the force exerts equal and opposite forces on them, teaching them the concept of Newton's third law. With the help of this, students will come to know the concept that every action has always same and opposite reaction.

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In Math, I will introduce the primary colors
1. I will let them sing a motivation song about colors.
2. We will play Color Scavenger Hunt, (before class I will prepare different primary colors paste inside the room.)
3.Each Learner will group according to the colors they have.
4. Teacher will instruct and let them watch a videos of  primary colors.
5. Call each group with 1 color let them say the pictures they have and say the color out loud, do that in all the two more primary colors. (red, yellow,  and blue)
6.Give each child 3 primary color paper, and let them do the colors up and down. teacher supervised what color's to show. In this way they learned the concept of colors and the colors they see around them.

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GROW Coaching Model for New Team Managers

I can appy the situated learning theory by providing opportunities for learners to practice their coaching skills:

a. Creating role play practices in class where they will be the coach.

b. Coach an actual direct report under supervision of the facilitator/direct manager.

In both scenarios, facilitators/direct managers provides constructive feedback to learners based on their coaching performance.

c. Be a member of the company's Community of Practice to encourage continuous improvement and to drive that coaching skills improve with experience.

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In Physics, I want to explain types of motion in the class. I will teach students with real life examples. For instance, book sliding on the table, spinning of bicycle wheel and a swinging pendulum are the examples of translational, rotational and circular motions.

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I will perform an activity (how seeds sprout) in front of students then ask them to note down the steps and perform the same activity at home then bring the sprouted seed in class and show sprouted seeds to their classmates and discuss their experience.

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Initially explain the chemical process of adding sugar in water and sand in water, then show its experimentation for better understanding about this concept.  

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Put different color balls in two bags and ask students to count . Number of red balls in a bag and number of blue balls in bag as well as total number of balls.

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In this way learner would able to understand concept of probability.

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When teaching fruits and vegetables vocabulary for kids, for instance, instead of using translation or photos, I can bring real veggies/fruits to the classroom. Also, at the end of the lesson, we can make and have a salad together!

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In mathematics, if i want to teach difference between square and rectangle,
1) I will give two card boards to students in two different shapes as shown in picture.
2) I will ask students to measure the sides of both shapes with the help scale.
3)Then I will explain, if all the sides are equal, all angles are 90 degree then its a square and if opposite sides are equal then it is a one of the properties of rectangle. After that I proceed to another properties of both shapes.

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If i will teach students about solar system, then i will show them a model.

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photo provided by Grecia (real photo of my students)

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Chemestry Class - Sanitizer Gel (Homogenous mixture)

As a sciente teacher we must situate our students' learning through experiments or hands-on activities.
After Homogeneous-Heterogenous mixture; I encouraged my students to make their own sanitizer and they were able to define if it was a homogenenous/heterogeneous mixture, finally they must give their conclusion.

-The class is divide in groups of 4 persons;
-They drew the flow chart. The teacher gave only the steeps and they organized into the chart.
-The students brought their own material.
(chemical substances are provided by the school).
Instructions
-Students must be able to identify physical state of matter. Write down your answer.
-Follow flow chart and make the experiment. Teacher is supervising students' work.
- At which step do you obtain a heterogeneous mixture? how do yo know it?
-Finally, What kind of mixture did you obtain? Explain your answer.

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In Mathematics, suppose I want to teach EVEN and ODD numbers to students, then I will give example of fruits.
EVEN NUMBERS:
Firstly, I will show 4 orange in the crate.
I will ask students, is 4 an even or odd numbers? Then I will explain, if we made groups of two orange then there would be no orange left over.
This means that number 4 is an even number.
ODD NUMBERS:
I will show 7 apple in the crate and I will ask students, is 7 an odd or even numbers? Then I will explain, if we made groups of 2 apple then there would be one apple left over.
This means that number 7 is an odd number.

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While teaching foreign language I will divide students into different groups, where group leader will be fluent in that foreign language and ask the other students to converse with the leader in that particular language.

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In Mathematics, I will define Factors and Multiples as..
- A factor is a number that divides the given number exactly without a remainder.
- A multiple is a number that is obtained by multiplying the given number with any whole number.
- For example: As shown in above picture,if we multiply 5 and 4 ,we get the number 20.Then, 20 is the multiple of 5 and is also a multiple of 4.And both 5 & 4 are factors of 20.
- Some real life examples are: arranging items in a box, finding patterns in numbers, handling money etc.

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If I want to teach students about ordering the numbers,  I will ask them to collect the measurements of heights of their 7 friends.

Ask the students to arrange the values from smallest to largest. Now the values will be arranged in ascending order.
Then I will ask the students to list the numbers from largest to smallest and that would be in descending order.

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Let's suppose I want to teach students about the water pollution . Initially, I will show them a picture of water pollution as shown in picture.
After that , I will make them understand by using projector  how does water gets polluted like dumping garbage into water bodies, flowing waste by factories ,sewage from residential areas by using  pesticides
and fertilizers in fields by farmers, washing clothes and bathing animals into water sources etc.
Then I will show them the impacts of water pollution on human and animals which lead to several diseases like typhoid ,diarrhea and cholera.
In the end ,I will explain them how can they prevent the water from polluted such as stopping dumping into water bodies ,discourage the use of harmful pesticide ,stopping washing clothes and bathing animals etc.
I will also tell them how can they save the water for future like turn off tap while brushing ,wash fruits and vegetables in a bowl of water ,take shorter bath.

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Image source: Ratna Sagar Pearls e-book Grade 4

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To teach students about the methods by which we can remove insoluble impurities from the water, three experiments can be done in the school laboratory.
1. Sedimentation: Settling down of heavy impurities in a liquid.
2. Decantation: Gently pouring liquid into another vessel after sedimentation.
3. Filtration: Purifying impure liquid by straining with filter paper or a clean cloth.

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If I want to teach students about the volcanic eruption, I will show them a model related to volcanic eruption after that I will give them some samples pictures related to the harmful effects of volcanic eruption.

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Situated learning in Computational Thinking - by Pryscilla Dutra Machado

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Situated learning in Computational Thinking - by Pryscilla Dutra Machado

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When teaching Computational Thinking, the basis of the lessons is the development of laterality (directions) and the logical organization of commands. This way, the student learns how a computer or robot can follow instructions to carry out a chain of commands.
In this sense, we carry out activities where some children play the role of robots and others play the role of programmer. "Robots" need to follow instructions and programmers need to create a sequence of logical and detailed instructions so that the robot can execute what is planned.

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Pattern
To teach students about pattern , first of all I will draw some shapes in a series than I will ask them to observe the initial pattern and notice the difference between them . In this way , I will explain them to complete it by following the above given series.

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Simranpreet Kaur - Situated Learning in ART & DESIGN

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Simranpreet Kaur - Situated Learning in ART & DESIGN

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As a teacher, I will arrange a tour in art gallery/ art museum where learners can observe the realistic art work and compare their work with their own paintings or art.This activity will help the learners to enhance their creativity and critical thinking skill .Moreover,it will also add in the list of their hand on experiences in school life.

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TPR is a great way to teach syllables to young children! For first-time students, I only use my fingers. The next time, we can clap our hands while syllabicating.

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To teach students about solar system, constellations and celestial bodies,
1.First I will teach students the basic concepts and terms related to astronomy.
2.Then I will take the children to a observatory to view this personally. There they can view different things with their own eyes.
3.Later on I will give them assignments related to the topic.

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Concept of pH
To make student understand about pH
1. I will tell the students pH means Power of Hydrogen and pH scale is used to check the Acidic, Basic or Neutral nature of a substance.
2. In the second step , I will ask ask the student what they know about acid, base and neutral substances. Afterwards I will teach them the Acids are "sour" in taste and their pH lies in between 0-6, Neutrals do not have any taste and their pH is 7 and the taste of Base is "bitter" and their pH lies in between 8-14
3.To make them more understand I will give them examples of Acid, Base and Neutral with real life things such as lemon, Baking soda, Shampoo, detergent etc.
4. In the 4th step, I will make them understand about Litmus Paper that Blue litmus paper turns Red when substance is Acidic and Red litmus paper turns Blue when substance is Basic.
5. In final stage to incorporate situated learning in class. I ask students to take a lemon and taste it , the answer will be it is sour. Then, I will ask them to put few drops of lemon juice on blue litmus paper, it will soon turn out Red. Furthermore, the students will be asked to match the color of litmus paper with pH scale and they will be able to know that the pH of Lemon juice is 2 and it is Acidic in nature.

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Different strategies that I have adopt to teach the types of soil are:
First of all, collection of soil samples from their own backyard or schoolyard. After that give them an opportunity to identify the difference of each soil types according to their texture, color, size etc.
Secondly, allow the students for interactive lesson and thereby they can differentiate the characteristics of soil samples and finally they will get a clear idea about the soil types and its characteristics.

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When I worked at a pedagogical workshop with kids and teenagers, I developed and guided the students in creating games that foster cognitive development. The games created were based on the learning difficulty of each class, for example, writing, reading, and mathematics. The games were designed and developed in the classroom and then presented to the students. I provided continuous feedback after each activity.

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If I want to teach pollination to the students I will take them to the field. Moreover, I will show them working model of it by using led lights which will indicate self pollination and cross pollination 

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If I want to teach pollination to the students I will take them to the field. Moreover, I will show them working model of it by using led lights which will indicate self pollination and cross pollination 

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Gursimran kaur

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Situated Learning in Teaching Traditional Fabric Tie and Dye Production.
Students are introduced to the process by first showing them samples of the tie and dye fabrics . Images and videos of the process are shown in class .
The Instructor further organizes  a field to visit the art gallery and the production pit so learners can have a first hand experience of the production ,display and sale .

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If I want to tell the students the process of sieving to separate the unwanted material from the useful one, I ask them to bring flour, impurities like small pebbles, stones and sieve. In the class I told them to mix all the three items together and then with the help of sieve separate the flour from the pebbles and stones. In this way all the learners will actively engaged in this activity and learned the process of sieving.

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By the end of this lesson, students will be able to:

Develop a deeper understanding about "the life cycle".

Describe the stages in the life cycle of a frog.

Sequence the stages of a frog's life cycle in the correct order.

Understand the importance of frogs in ecosystems.

-Teacher collects ideas from the learners and check prior knowledge on "the life cycle".
- Teacher takes the students to a field trip near a stream/a pond that has frogs.
- Teacher makes a group of 4 students.
- Teacher gives instructions "Observe and find 1 example for "the life cycle".
-Teacher builds knowledge with the example of "the life cycle of a frog" by using realias.
- The groups share different observations and add more examples.
- Teacher gives more resources such as video links, science magazine articles, and articles to make a stronger retention.
-Teacher finishes the lesson with an exit ticket activity. (Drawing a cycle example) hanging/sticking it on the wall.

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In Science subject, if I want to teach the students about the position and movement of different stars or planets then, I will organize a evening class where I will use a Telescope for engaging the students to provide real experience of astronomical phenomena. In this way, I will describe about the name of planets and ask them about their experience.

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When I was teaching division in grade 2 in my home county, I took a packet of candies first and then placed it on a plate. Further, I explained them the rules of division using the concept of sharing.
For example; I took 20 candies and asked one of them to come forward to divide them equally among 5 students in their row.

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In Mathematics, when i teach 3-dimensional figures.For example Cuboids and Cubes, in order to apply situated learning,I will teach this topic in classroom which will be cuboidal or cubical shape so it will be easy for teacher to teach and also easy for students to uderstand the faces,edges and corners and also Length, Breath and Height by relating them to the walls,floor and roof of room while sitting inside that classroom

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If i want to teach "Different types of Pollution". I organize a field trip to any industry. The student can  see how environment is polluted by different ways. They can get the information such as which chemicals are pollute most which are not and how they treat it. 

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If i want to teach "Different types of Pollution". I organize a field trip to any industry. The student can  see how environment is polluted by different ways. They can get the information such as which chemicals are pollute most which are not and how they treat it. 

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If I want to teach students about the climate change, I will send students on field trips to places that are significant for the environment, such as wetlands, nature preserves, or regions affected by climate change (such as coastal areas experiencing sea level rise). Encourage curiosity, hands-on learning, and observation.

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If I wanted to teach my learners the art of questioning and data gathering, I would conduct a mini press conference for them. Way back, what I did, I invited one of the police officers in our city and ask her to talk about crimes involving the youth. Then, allowed the learners to ask questions after. When the mini press conference finished, the learners produced a newsletter based on the information they gathered.

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Brown and Cream Minimalist Fashion Video Collage

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Yenny Martínez c0920830-EFL class vocabulary

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Yenny Martínez c0920830-EFL class vocabulary

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In mathematics, if I want to teach students about the geometrical shapes then I will show them  things  of different shapes that we use in our daily life

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Teaching in a Practical Research class could strengthen its purpose and delivery if used with situated learning. Student-researchers will not only learn through research discussions but best learn when exposed to research related activities and centers. One example is this IDEA Research Hub that can cater researchers by providing them up-to-date resources, research colloquium experience, and hands-on consultation to research experts.

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If I want to teach students about volcanic eruption and its after effects, I will show them a model and some pictures related to volcanic eruption and now they can list out the after effect of this topic.

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Suppose if i want to teach the concept of angles,areas and measurement to students. I will give them a hand-on project of designing a small garden, birdhouse. They need to calculate angles,areas for the success of their project.

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In science class , doing practical in laboratory was the most common example of situated learning.
In order to be constant with that we at our institute tried to bring lab in the class by having small STEM kits for a better learning
Have a look https://stemkit.smartckts.com/

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Smartcircuits Innovation Pvt. Ltd. - STEM Kit | Robotic Kit | Science Kit | Live Courses

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Engaging students in rich, compelling learning experiences that develop deeper knowledge and skill development especially the problem-solving, creativity and critical thinking skills so highly desired for our world today.

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I used to teach essential skills when I ventured into corporate training. One of the major topics I had was on "Communication Skills for Interviews".

To give them the fundamental knowledge that they need for this, I would let them prepare for an "interview" in advance by simulating a situation wherein they received a job interview.

First, I would send them an email letting them know about the interview. Next, I would give them a mock job description that they can read before the actual "interview".

After that, we would schedule and do a mock interview. They would be put in a situation wherein they need to act, dress, and answer to questions as if they were in an actual interview.

Finally, after the interview is finished, I would give them feedback based on how they performed.

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I am a Science teacher. I can teach my student's the difference between the acid and bases by taking them to the laboratory.

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As a science teacher, if I were to teach my students about, "Ecosystems and the interdependence of organisms within their habitats", my goal would be to help them grasp ecological concepts through real-world applications. The situated learning activity could be a field trip organized to visit a nearby forest, wetland, or a coastal area. This allows the students to observe real organisms and interactions in their natural habitat.

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In Science , I will teach students the concept of force by giving them the tasks such as push your chair towards your neighbour fellow or erase the whiteboard, throwing pillow to chain the turn of game .

so, pushing chair ,

erasing whiteboard,

throwing pillow

are some real life analogies of force.

This definitely aligns with situated learning .