Contextual Learning

Learning that takes place within an environment and everyday situation that is directly relevant to the subject matter being learnt; it is also called Contextualised Learning.

A learner is able to understand the how and why of the subject matter, by applying critical thinking and by applying it within a practical, everyday situation. The content of the subject matter, which might be considered abstract and include ideas and definitions, is transformed through contextualisation, into tangible and more easily understood applications. This can often provide a richer experience for a learner as there is more immediate connection between what is to be learnt and why it is important and relevant to learn.

Providing well described real-life situations, workplace challenges and scenarios for a learner to explore and take ownership of, can positively contribute to successful learning outcomes. Having an appropriate means of assessment, which is clearly expressed can be an important part of contextual learning. The assessment might be tutor / teacher designed or guided and assessed or even created and self-assessed by the learner.

One model that can be considered in supporting context-based learning is that of GRASPS. This was designed to create authentic assessments for real life situations, especially project-based scenarios. This approach could be a useful complement, if not driver, for learning within the grounds care industry, as applied knowledge and skills results in a readily measurable outcome of a sports, or similar, surface.

The knowledge requirements within many courses can often be questioned by learners stating either ‘Why do I need to know that?’ or ‘What use is that to me in my job?’, or similar: This model can help in answering those sorts of questions and might also be an approach that helps learners to better connect journals or portfolios with work activities and could be especially useful for apprenticeship or even continuous professional development type situations. Tutors or teachers would also be able to revisit lesson plans / assessments to reflect on how they can be adapted further to embrace contextual learning, so there shouldn’t be a need for creating something totally new by rather a refinement, and continuous improvement, of what currently exists.

A brief outline of an otherwise extensive example, which would typically have numerous sub-categories of GRASPS, is given below:
• Goal: To maintain a playing surface to a defined standard, within a defined budget and for it to be capable of sustaining x number of games throughout the playing season, with no more than two games being postponed.
• Role: To carry out maintenance activities and contribute to management decisions.
• Audience: Users (players and coaches) and employer (senior management team).
• Situation: The work environment, i.e. the sports pitch and surrounding environment.
• Performance / Product: A safe, cost-effective and good standard of sports pitch.
• Standards: defined quality standards to Intermediate grade 3; budget to be within agreed range, and games within agreed range.

References:
1. Hammond, A. ‘Revisiting GRASPS: a model for project based learning’, (September 24, 2021), accessed 30th September 2025
2. Hudson, C. C. & Whisler, V.R. ‘Contextual Teaching and Learning for Practitioners’, Journal of Systematics, Cybernetics and Informatics’, Vol. 6, no.4, pp54-58, accessed 30th September 2025
3. Osika, A., MacMahon, S., Lodge, J.M, Carroll, A. (4 Mar 2022) ‘Contextual learning: linking learning to the real world’, The University of Queensland, Times Higher education, accessed 30th September 2025