Contextualized Curricula at the Local Program Level AEFLA Activities Contextualized Curricula at the Local Program Level

Entrance Ticket Think of one thing you taught last week and jot it down on a Post-it note. Set the Post-it note aside until later in the session.

Table Talk Think of a situation where you had the chance to learn through active application of knowledge and skills. What difference did it make to what and how you learned? [Participants talk amongst themselves; ask for volunteers to share answers.]

Introductions Tricia Fitzgerald, Ohio ABLE Professional Development Network Keli Pontikos, Parma City School District Hayley Williams, Parma City School District Tricia, Keli, Hayley [Brief introductions]

Objectives Participants will be able to: Explain the Adult Education and Family Literacy Act and how it impacts ABLE programs Define contextualization and identify advantages of contextualization Describe the instructor and student experience with contextualization Identify examples of contextualized curricula for different subject areas Tricia [Brief review of session objectives]

Workforce Innovation and Opportunity Act (WIOA) Reauthorized the Adult Education and Family Literacy Act (AEFLA) Principal source of federal support for ABLE programs. Assists in the attainment of a secondary school diploma and the transition to postsecondary education and training though the use of career pathways. Tricia [Background of WIOA and AEFLA – provides rationale for the session]

AEFLA AEFLA will… Assist adults to become literate and obtain the knowledge and skills for employment and self-sufficiency. Support the educational and skill achievement of parents and family members to participate in the educational development of their children and improve opportunities for families. Assist immigrants and English learners in improving their English and math proficiency and understanding of the rights and responsibilities of citizenship. Assist incarcerated individuals in strengthening their knowledge and skills to promote successful re-entry into society. Tricia [Explain 4 groups AEFLA is designed to assist]

WIOA and AEFLA Expectations in Ohio Instruction should be presented in meaningful contexts. Teach basic skills through authentic activities. Present lessons within the context of occupations. Tricia [eGuide and Ohio Workplace Education Resource Guide available in Participant Folder on BuckeyeBox] Guidance for contextualization in Ohio ABLE is provided by the eGuide and the Ohio Workplace Education Resource Guide. eGuide explains instruction should be as contextual as possible.

WIOA and AEFLA Expectations in Ohio All ABLE programs should provide: Activities, programs, services designed to help an individual acquire a combination of: basic academic skills, critical thinking skills, digital literacy skills, and self-management skills. [eGuide and Ohio Workplace Education Resource Guide available in Participant Folder on BuckeyeBox] Additionally, the Ohio Workplace Education Resource Guide identifies that all ABLE programs should provide contextualized activities, programs, and services. But what is contextualization and how can you do it?

Contextualized Curriculum What it is: Why do it: A set of teaching, learning, and assessment practices aimed directly at developing the skills and knowledge adults need to deal with specific situations or perform specific tasks. Flexible and adaptable Enhances engagement and motivation by providing relevancy to workforce skills Accelerates the pace of access to college course Addresses challenges in the design of traditional ABE Tricia [Definition and benefits of contextualized curriculum]

Contextualized Curriculum The instructor experience: The student experience: Provides opportunities for multiple content connections Allows new perspectives on content Increases student engagement Improves student classroom behavior Provides real-life context for learning Allows hands-on application Related to interests or employment goals Builds confidence in knowing a more specialized skill Improves self-worth Hayley and/or Keli [Description of contextualized curriculum in action]

Contextualized Curriculum at the Local Level US Department of Labor program 260 urban and rural programs in 46 states Designed to address the 2.3 million low-income 16-24 year olds not in education, employment, or training Hayley and/or Keli YouthBuild

Contextualized Curriculum at the Local Level Cuyahoga County residents, 18-24 years old who meet 1 or more criteria: High school non-completer, veteran, income eligible, in foster care Provides GED preparation, construction training and pre-apprenticeship, community service and civic engagement, and leadership development. Hayley and/or Keli YouthBuild

Adding Contextualization to Your Classroom Relating to what students already know and are familiar with Experiencing hands-on activities Applying content and skills in a workplace context Cooperating comfortably as a team Transferring what they know to new situations and contexts Hayley and/or Keli Not every teacher has a YouthBuild program to participate in so how can you introduce contextualization into your classroom? Follow the REACT strategy when planning lessons. [Introduce 4 Parma lessons as examples of contextualization in the classroom] Source: Leghttp://www.cord.org/the-react-learning-strategy/

Legos and Effective Communication Skills Hayley and/or Keli [image of lesson plan] Speaker describes contextual elements of lesson. Elements of REACT in this lesson:

Decimals Hayley and/or Keli [image of lesson plan] Speaker describes contextual elements of lesson. Elements of REACT in this lesson:

Conservation, Transformation, and the Flow of Energy Hayley and/or Keli [image of lesson plan] Speaker describes contextual elements of lesson. Elements of REACT in this lesson:

Introduction to Historical Thinking Hayley and/or Keli [image of lesson plan] Speaker describes contextual elements of lesson. Elements of REACT in this lesson:

Online Contextualization Resources Tricia [handout for participants]

Exit Ticket Find your Entrance Ticket and add one way you could contextualize what you taught last week. Use the REACT strategy for guidance.

Participant Folder Materials used for and during this session can be found online at: https://osu.box.com/OAACE2016

Resources eGuide [PDF file]. (n.d.). Retrieved from https://www.ohiohighered.org/sites/ohiohighered.org/files/uploads/able/reference/accountability/ABLE%20eGuide%20Single%20Page%20Format.pdf Ohio ABLE Professional Development Network. (2016, April). Ohio Workplace Education Resource Guide for Adult Basic and Literacy Education [Word file]. Retrieved from http://www.ohioable.org/AdministratorResources OCTAE: Workforce Innovation and Opportunity Act. (n.d.). Retrieved from http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/wioa-reauthorization.html Models of Contextualization in Developmental and Adult Basic Education [PDF file] (Rep.). (2012, July). Retrieved http://edtechleaders.org/sites/etlo.org/files/highlight-files/Models%20of%20Contextualization%20in%20Developmental%20and%20Adult%20Basic%20Education.pdf

Resources Perin, D. (2011, February). Facilitating Student Learning Through Contextualization [PDF file] (Working paper No. 29). Retrieved http://ccrc.tc.columbia.edu/media/k2/attachments/facilitating-learning-contextualization-working-paper.pdf YouthBuild. (n.d.). Retrieved from https://www.youthbuild.org/ Exciting New Programs: YouthBuild. (n.d.). Retrieved from http://www.parmacityschools.org/Page/3002 The REACT Learning Strategy - Center for Occupational Research and Development. (n.d.). Retrieved from http://www.cord.org/the-react-learning-strategy/