Learning Comes Alive! 

Situated Learning Perspective in the Classroom

Traditional classroom settings use a framework of instructional learning where abstract information is relayed outside of real-world context. This type of traditional learning model makes cognition and skill mastery more difficult for students to grasp, as concepts are learned in isolation. A more effective method to evoke learning comes from the Situated Perspective. From this perspective, learning takes place in real-life settings where the situational context provides meaning. The premise is that students learn best when they engage in learning activities that allow for real life interaction. Learning is best received when it is practiced in the context of everyday life.    

Traditional styles of classroom instruction often fail because they detach learning from real-life application, making it difficult for students to see its relevance. This disconnect leads to the common question, “When am I ever going to use this?” Traditional instruction typically involves didactic teaching, where educators present information in an abstract manner, and students rely on rote memorization rather than deep understanding. For example, in a traditional math lesson, an educator may demonstrate problem-solving steps without providing real-world context, leaving students to memorize procedures without fully grasping the relationships between quantities. This approach isolates knowledge from its practical applications, making it harder for students to retain and use information meaningfully.

In contrast, the Situated Perspective of learning emphasizes real-world engagement, where knowledge is contextually embedded in meaningful activities. This method encourages students to actively participate and interact with the material, making learning dynamic and applicable. For instance, instead of learning fractions through memorization, students might measure ingredients in a kitchen setting, gaining hands-on experience with real-world math concepts. Similarly, history can be brought to life through role-playing historical events, allowing students to immerse themselves in the subject matter. In both examples, learners engage in a “community of practice” where they share knowledge and develop problem-solving skills collaboratively. This approach shifts learning from mere fact acquisition to skill-building in an environment that mirrors real-world experiences.

There are many benefits to Situated Perspective learning. It connects knowledge with practical application and learning can be more meaningful. “Research indicates that Situated Learning can significantly improve comprehension and retention. By participating in real-world tasks, learners are more likely to internalize knowledge, making it a part of their cognitive structure” (Vaia, 2025). Situated Learning challenges students to sharpen skills related to critical thinking, problem-solving, and creativity, which are essential skills for living in the modern world. Learning comes from an active process of absorbing ever changing information from social settings. Students also learn many life skills while engaged in learning through Situated Perspective including good communication, leadership, and other pro-social soft skills from engaging in activities in teams. Students are prepared for a future where employers seek employees who can think critically, collaborate with others, and apply knowledge to real situations. This style of learning also teaches students to be life-long learners and to challenge others’ learning in a growth-centered environment.   

With what we know about how learning is enhanced within the context of Situated Perspective, we as Educators must ask ourselves, why is this teaching method used far less than instructional-based learning? What are the barriers? In the realities planning and maintaining curriculum, does Situated Perspective have limitations? Perhaps it is the role of teacher-as-facilitator that makes us uncomfortable with this model. In Situated Learning, the teacher provides the right environment, readies resources, and offers insight into learning, but does not dominate learners. Teachers plan field trips, role-play, and establish artificial communities such as a sales office or a store within the classroom, to teach students how to problem-solve in situations that replicate real life. The infusion of technology such as laptops in the classroom can make things easier for teachers. “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 digital avenues” (ELB, 2024). In essence, teachers must change their roles from content transmitters to facilitators, building learning environments and supporting students as learning takes its own direction. Teachers can engage learners in discussion, encourage participation, and provide validation to the process. Teachers must accept that a day’s learning may not accurately adhere to the planned teaching curriculum. 

What may come to the relief of many, Situated Learning can be used in combination with traditional instruction where the teacher provides the knowledge and then students practice and learn through practical application in group activities. This learning method has obvious benefits to students and allows the educator to grow in their roles from a traditional conveyer of information to one where they are creating contexts that allow for students to grow in ways that ready them for future lives in a global community.

References

ELB Learning. (n.d.). 4 ways to apply situated learning theory. ELB Learning. https://blog.elblearning.com/4-ways-to-apply-situated-learning-theory

ScienceDirect. (n.d.). Situated learning. ScienceDirect. https://www.sciencedirect.com/topics/computer-science/situated-learning

Vaia. (n.d.). Situated learning – Explanation & examples. Vaia. https://www.vaia.com/en-us/explanations/education/designing-curricula/situated-learning/