Problem-based
We may begin CTL with a simulated problem or a real problem. Trainees use critical thinking skills and a systemic approach to enquiry to address the problem or issue. Trainees may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to trainee's families, school experiences, workplaces, and communities hold greater personal meaning for trainees.

Using multiple contexts
The theories presented in the preceding section suggest that knowledge cannot be separated from the physical and social context in which it develops. How and where a person acquires knowledge is therefore very important. CTL experiences are enriched when trainees learn skills in multiple contexts (i.e. training centre, community, workplace, family).

Drawing upon trainee diversity
On the whole, trainees who fit the KeyNet target groups are diverse. Diversity manifests itself as differences in values, social mores, and perspectives. These differences can be impetus for learning and can add complexity to the CTL experiences. Team collaboration and group learning activities respect trainees’ diverse histories, broaden perspectives, and build inter-personal skills.

Supporting self-regulated learning
Ultimately, trainees must become lifelong learners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so trainees must become more aware how they process information, employ problem solving strategies, and use background knowledge. CTL experiences should allow for trial and error; provide time and structure for reflection; and provide adequate support to assist trainees to move from dependent to independent learning.

Using interdependent learning groups
Trainees will be influenced by and will contribute to the knowledge of others. Learning groups are established in training centres and workplaces in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning groups are established in training centres, trainers act as coaches, facilitators, and mentors.

Employing authentic assessment
CTL is intended to build knowledge and skills in meaningful ways by engaging students in real life, or “authentic” contexts. Assessment of learning should align with the methods and purposes of instruction. Authentic assessments show (among other things) that learning has occurred and are integrated in the training/learning process; and provide trainees with opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform training practices.