This PPT helps the learners to have a deeper understanding about Jean Lave's Situated Learning .Jean Lave's theory of situated learning offers a profound departure from traditional educational paradigms by emphasizing the importance of context and social interaction in the process of learning. At its core, situated learning contends that knowledge is inseparable from the activities, contexts, and culture in which it is developed and used. Central to Lave's theory is the concept of legitimate peripheral participation (LPP), which suggests that newcomers become integrated into a community of practice through engagement in authentic activities, gradually transitioning from the periphery to full participation. This highlights the importance of situated contexts in shaping learning experiences. Rather than viewing learning as a process of information transmission from teacher to student, situated learning sees it as an active engagement in meaningful tasks within a community of practitioners. In situated learning, knowledge is not abstracted from its context but is instead deeply embedded within the social and physical environment. Learning occurs through participation in authentic activities where individuals observe, imitate, and collaborate with more experienced members of the community. This process is not only cognitive but also social and cultural, as learners negotiate meanings and practices within the community. Moreover, situated learning challenges the notion of a clear distinction between learning and application, arguing that they are inherently intertwined. Learning is not a separate phase that precedes application; rather, it occurs through participation in real-world activities where knowledge is applied and refined in context. By recognizing the situated nature of learning, educators can design learning environments that foster active engagement, collaboration, and authentic experiences. This approach promotes a deeper understanding of concepts and skills by grounding them in meaningful contexts, ultimately preparing learners for the complexities of real-world practice. Thus, Jean Lave's situated learning theory offers valuable insights into how learning occurs within social and cultural contexts, reshaping our understanding of education and training.Jean Lave's theory of situated learning has been influential in reshaping our understanding of how learning occurs within social and cultural contexts. At its heart is the idea that learning is inherently tied to the situations or contexts in which it takes place. Rather than viewing learning as a process that happens in isolation or solely within the confines of formal educational settings, Lave argues that it is deeply embedded in the activities, interactions, and cultures of everyday life. Central to Lave's theory is the concept of "legitimate peripheral participation" (LPP).

1. BASES andPOLICIES of
SPECIALandINCLUSIVE
EDUCATION
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION (ED 204)
ACHA, SUNSHINE S.
UNIT 2
March 6, 2024

2. A. REVIEW OF THE BASES
1.Psychological Bases
d. Jean Lave’s Situated Learning

3. Lesson Objectives
Define Jean
Lave’s Situated
Learning
Apply the significance of
situated learning through
a poem;
Appreciate the importance
of Situated Learning in
the Development of
practical skills and
knowledge.
K S A
At the end of the lesson, the students will be able to:

4. Motivational Activity (10 minutes)
Instructions:
In the sticky notes provided ,each of the student will write down one
memorable learning experience . Some of the you will be invited in
front to share your reflections with the class and describe why the
experience was meaningful to you and how it contributed to your
learning and personal growth.

5. Jean Lave is Professor Emerita in the
Department of Geography. She is a social
anthropologist with a strong interest in
social theory. Much of her
ethnographically based research
concentrates on the re-conceiving of
learning, learners, and everyday life in
terms of social practice. She is well-
known as the co-author, with Etienne
Wenger, of Situated Learning: Legitimate
Peripheral Participation.
In 1991 education theorists
Lave and Wegner developed
situated learning theory (SLT).
The theory argues that
knowledge should be learned
in the same place as it is used.

6. Situated Learning posits that knowledge is not
abstract and decontextualized, but rather
situated within authentic activities and
environments. It emphasizes the importance of
social interaction, participation in communities
of practice, and the use of authentic tasks to
facilitate learning.
JEAN LAVE’S SITUATED LEARNING

7. Learners engage in real-world activities, where
they can observe, imitate, and collaborate with
others, leading to the development of skills
and understanding within a meaningful
context. This approach highlights the
interconnectedness of learning, identity, and
practice, suggesting that learners become
active participants in their learning through
engagement in situated contexts.
JEAN LAVE’S SITUATED LEARNING

8. 1. Learning in Context
• Situated Learning suggests that knowledge is not abstract or detached
from its context. Instead, it argues that learning is most effective when
it occurs within authentic settings or real-world contexts.
2. Social Interaction:
• The theory emphasizes the importance of social interaction in the
learning process. Learners engage with others, such as peers,
mentors, or experts, within a community of practice.

9. 3. Participation in Communities of Practice:
• Situated Learning suggests that learning often occurs as
individuals participate in communities of practice, which are
groups of people who share a common interest or profession
and collaborate regularly. Within these communities,
individuals engage in authentic activities, solve real problems,
and develop expertise through active participation.

10. 4. Authentic Task:
• Learning is facilitated through the use of authentic tasks
or activities that reflect real-world challenges or
situations. These tasks are meaningful to the learner and
provide opportunities for them to apply their knowledge
and skills in practical contexts. By engaging in authentic
tasks, learners can see the relevance of what they are
learning and develop a deeper understanding of the
subject matter.

11. Group 1
Pajaron Vanessa Venus
Lunilyn Perater
Sabello Chaila Jane
Macaroy Generosa Toraja
Alama, Lovely MaeBalbuena,
Christian
Manalo, RheymaMay
Macatunog, Bernadith
Group 2
Chiu, Willmarie
Shaira Saga
Michelle Rapada
Rose River K. Arbolado
Kent Nathaniel Omboy
Berongan, Mary Grace
Nebres, Jamaica
Sabanal, Jessa
Group 3
Sairose P. Malicse
Discartin Kerk
Edria Jerline Aseñas
Katrina Capistrano Baman
Kean Guillarawan
Kinol Rufa Mae Regino
Villasco, Mariel

12. Instruction: The class will be divided into 3 groups. The group 1 will be
given a question to answer in an essay form, the Group 2 will compose a
poem focusing on the importance of Situated Learning in the Development
of practical skills and knowledge, and the Group 3 will do a role-playing
showing a real scenario in a classroom where the teacher uses the Situated
Learning. You will be given 10 minutes to do your assigned activity and 5
minutes to perform.
Application (15 minutes)

13. TRUE or FALSE
Direction: Write TRUE if the statement is correct and FALSE if it’s wrong. Defend
your answer.
1.Situated Learning suggests that learning is enhanced when it occurs within
meaningful and authentic contexts.
2.According to Situated Learning theory, knowledge is best acquired through
abstract, disconnected activities.
3.Situated Learning emphasizes the importance of social interaction and
collaboration in the learning process.
4.Situated Learning theory posits that learning is most effective when it is
isolated from real-world experiences.
5.Situated Learning argues that transferring knowledge from one context to
another is a seamless process for learners.
Evaluation/ Assessment

14. Assignment
Instructions:
1.Keep a journal for one week, documenting everyday activities and experiences
that involve learning in some way. These activities can be as simple as cooking a
meal, playing a sport, navigating public transportation, or engaging in a hobby.
2.For each documented activity, reflect on the following questions:
• What was the context or situation in which the learning took place?
• What specific knowledge or skills did you acquire or apply during the activity?
• How did your interactions with others (e.g., family members, friends, strangers)
influence your learning experience?
• Did you encounter any challenges or unexpected outcomes during the activity?
How did you navigate them?
• How does the experience relate to the principles of situated learning theory, as
discussed in class or in course materials?

15. Assignment
Instructions:
3. At the end of the week, review your journal entries and identify common themes
or patterns in you learning experiences.
4. Write a reflective essay summarizing your findings. Discuss how everyday
activities can be viewed as opportunities for learning, and analyze how situated
learning theory applies to your own experiences. Provide specific examples from
your journal entries to support your analysis.