ELL students & Contextualization By KatyaArpon Marandino Irish ELL- Great Falls- MT May 2016

Contextualization- Instructions and Assessment are aimed directly at the skills and knowledge adults need to perform tasks they have identified as important and meaningful to them “right now” in their everyday lives. (Bransford, Brown & Cocking, 1999) Contextualization is also based on the recognition that the development of expertise requires that a learner develop not only content but also procedural knowledge, such as the metacognitive awareness of when and how to apply what has been learned. This kind of knowledge can be acquired only through practice. (Pressley & Woloshyn, 1995; Hartman, 2001).

Effective learning requires not only the acquisition but also the active application of knowledge, skills, and processes. Learning is a function not only of activity itself but also of the context and culture in which it takes place.

Designs for Learning Environments Learning-centered environments Learners use their current knowledge and what they know and believe at the moment affects how they interpret new information Knowledge-centered environments Designs for subject area study should help students learn with understand instead of promoting the acquisition of disconnected sets of facts and skills. Assessment-centered environments Feedback must be provided on an ongoing basis to give opportunity to revise and improve quality of thinking and understanding. Assessment should reflect their learning goals. Community-centered environments The learning environment should promote a sense of community. Students should be encouraged to learn from each other and support one another’s improvement. Learning at school should be connected with outside learning activities.

CONTEXTUALIZED INSTRUCTION- PROJECT Labor market information about Montana and the United States. Integrating Education & Training WIOA MCIS BRING YOUR “A GAME” TO WORK Building adequate Work Ethic TECHNOLOGY

Key skills students learned in this project:  Project Authenticity, ensuring students use technology to create a final product;  Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project;  Active Learning, encouraging students to solve problems and communicate their understanding by using technology tools;  Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and presenting activities integral to technology-based projects;  Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work settings.

 Students clearly define everyone's roles, responsibilities, and contributions to the project, and students are held to it.  Students work together to figure out what their final product is going to be and how they will acquire the knowledge they need to complete it. Habits of mind that students practiced in this project :

Bounquob Im South Korea-/American Citizen Business Owner in Great Falls AFC Franchise Corp. "Guest Speakers": Karelys Lind - Venezuelan/ American Citizen Real Estate Agent Josefa Davis- Ecuadorian/ American Citizen Housekeeping Business Owner in Great Falls Former ELL students

Thank you