23.8 Conclusion

In this chapter, I have defined REALs, looked at research into the effectiveness of REALs, and discussed several issues awaiting research. There have been a number of several recurring themes in our discussion of REALs. First is the importance of transfer. REALs are used to facilitate transfer to new situations and to meet the complaint from employers and schools that students cannot use what they know. Second is the importance of context in learning. Decontextualized learning causes inert knowledge. Even though a new context may be different from the context in which students learned, it is more likely that the students will try to apply what they know. They may be wrong, but what they've learned is the necessity for trying new things and analyzing what is right or wrong. They have created indexes that relate to real problems, not abstract, meaningless problems. Fourth is the importance of self-reflection and metacognitive awareness. A lifelong learner is by definition reflective and metacognitively aware. Lifelong learners try alternatives, look for multiple solutions, and, most importantly, try to optimize their solutions. They look for alternatives rather than a single way for solving problems. Finally, the attributes of REALs are interdependent and symbiotic. A REAL is a set of interlocking strategies designed to promote the learning of content and learning. Some manifestations of REALs may emphasize one attribute over another, but you will find evidence of each attribute in cognitive flexibility, anchored instruction, problem-based learning, intentional learning, reciprocal teaching, and so on.

Rich environments for active learning are one way of looking at and applying constructivist principles to learning. REALs are one attempt to bring together thoughts, ideas, and theories in a way that will help teachers at all levels develop classroom environments that foster higher-level thinking skills, especially reflection, problem solving, flexible thinking, and creativity. I owe our students a return on their investments. One way to make that return is by adopting methods and roles that help our students not only learn content but also team skills that will make them lifelong learners.