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Situated Practice




Reflectionon a Journey through

Situatedpractice&nbspisthe “Involvement in meaningful practices in a society of studentswho are capable of playing multiple and different roles regardingtheir upbringings and knowledge”(Cope &amp Kalantzis, 2016). According to the concept of the subjectmatter, the community of learners ought to be engaged in pureforms of literacyand language practices. An understanding of the course assures asense of comprehension about the manner in which the human mindoperates in the context of the society as an agency of the learningenvironments. The ideology of situated practice emphasizes theimportance of the learning or larger academic community to learnersas members of the society. It also elaborates on a need ofconnection, interaction and communication between studentsandthe broadercommunity or the social world, wherein real-life experiences are wellcomprehended by the students (Rose, 2013).

Forthe case of“SituatedPractice,”teachersset out sequences of learning experiences for students as “macroscaffolds” for purposes of enhancing understanding of the students.Even so, the learners gather from their experience as a function ofindividualistic reflection (Rose, 2013). As an example, a teacherengages students in a session of brainstormingatthe beginning of a lesson by imploring them to come up withcontributions of facts, opinions, feelings and concepts about a givensubject matter. The resultant effect is the development of acollection of differentideas about a topic.The responses of the students act as foundations of links betweenthem and the ideas that are yet to come as a function of the futurelearning experience. One cannot decline to note that such forms arational basis forunderstanding the learning process. For that reason, situatedpractice implies a situation where teachers act as guides for a givencommunity of learners that aim to achieve mastered practice. Rose(2013) is adamant that teacher engage learners’ reflectioncapacities as a foundation of learning procedures.

Alook at the course also shows that facilitatescriticallearning procedures among studentsthat pose as a community. Indeed, teachers have the dynamiccapability of motivating studentsto share and discussclassroom tasks among themselves as a group of persons with a commoninterest. The students canconnect and interact with each other, and establish a meshwork, byuse of specific primary language while engaging their experiences asfoundations for thought (Jacobs, 2012).

Itemerges that&nbspsituated&nbsppracticehas somemerits, which ought not to bedisregardedin the context of learning and teaching. By employing the approach incurriculum teaching, learners develop the capacityof linking classroom knowledge to experiences of events in real-life.This pedagogy characteristic poses as a guide for studentsregardingdeveloping the mentalcapability for utilization of resources in the community forbettering of life experiences. In other words, “”establishes a form of orientation for learners to understand theenvironment of the world around them as a function of trainingand participation in the communities wherein they exist (Cope &ampKalantzis, 2016).

“SituatedPractice” also involves an understanding of the world and orcommunities as forms of structure for offering knowledge to people.As aforementioned, the processes of learning includeparticipation in the community. To put it briefly, forms of learninginvolve engagement of situated practices as a fundamentalcharacteristic. Key elements that are involved in situated practiceinclude observation, evaluation,and emulation of other skilled practitioners as well as socializationwith other members of the community in a manner that meanspractice by learners (Jacobs, 2012).

Thename of the course seems to nothing short of appropriate. The idea ofthe term situatedidentifies with specific settings of learning and teaching practices.An in-depth look into the subject matter reveals that situatedpractice is necessary for purposes of achievement of mastery in agiven area of interest. Without any doubt, situated practice is allabout the gainingof access to essentialknowledge as a function of engaging in learning processes. Theprocess involves students` comprehension of class knowledge as afunction of association with real-life experiences. Having access tothe knowledge (experience) of the students, the teacher’s duty ofengaging the students’ learning attention and the introductionof new information (experience the new) becomes an easy andmanageable task.


Cope,B., and Kalantzis, M. (2016). Pedagogy of Multiliteracies: Learning by Design.Springer

Jacobs,G. E. (2012). Theproverbial rock and hard place: The realities and risks of teachingin a world of multiliteracies, participatory culture, andmandates.&nbspJournalof Adolescent &amp Adult Literacy,&nbsp56(2),98-102.

Rose,E. (2013).&nbspOnReflection: An Essay on Technology, Education, and the Status ofThought in the 21st Century.Canadian Scholars’ Press.