Situated Learning in Education

Situated learning theory (SLT) was first proposed by Jean and Etienne to explain how and why people learn within the setting of a community of practice. Since they have more opportunities to apply what they’ve learned, even the newest learners in such a team immediately advance to expert status. The authors of this theory refer to the haphazard process of learning as “legitimate periphery participation” (LPP). The learner in LPP is able to go from the periphery to the centre of the group through active participation in and skill development in the cultural community and actively. SLT has been used in schools to help teachers improve their practices. The school may fail to fully implement this principle even though it provides a social model for learning. When it comes to learning, students must have the opportunity to participate actively and put their newfound knowledge and abilities to use. The social aspect cannot be ignored. The qualities of learning and the focus on LLP provide useful insights into and inspiration for the design of learning processes.
·   Students learn the most when they are presented with a problem from the real world and are expected to analyze it critically and reply using expert knowledge. The concerns raised must be reasonable and relevant.

·   Instead of lecturing, the teacher acts as a guide for the students. Students need to “scaffold” the content, or break it down into smaller, more manageable pieces of information, to better prepare themselves to confront the obstacles.