MARTHA MEYERS CAREER COUNSELOR, ADULT EDUCATION Contextual Learning at MTI

Contextual Writing in The Classroom Real-Life Scenarios Real-Life Scenarios  Not another 5-paragraph essay!  Recognizing who is your audience, what is your purpose. Distinguish different writing for different purposes.  Using appropriate language.

Contextual Writing in The Classroom  Students collectively determine what to write about.  Pre-writing it gets the job done.  Gathering supporting details and examples.  Writing to relate on real-life subject areas.  Coming together to debate and discuss.  WHAT do you think? WHY do you think it? HOW do you know?

Real life Scenarios Write a memo to describe a stores policy on time and attendance. Use an active voice to make certain everyone understands their responsibilities. Write a memo to describe a stores policy on time and attendance. Use an active voice to make certain everyone understands their responsibilities. Writing descriptive instructions on how to operate a cell phone, or program voice mail with a message. Give detail. Personal and work. Writing descriptive instructions on how to operate a cell phone, or program voice mail with a message. Give detail. Personal and work. Write a note to request an appointment with your supervisor to discuss safety concerns. Write a note to request an appointment with your supervisor to discuss safety concerns. Write a notice to address employee rumors about layoffs from your company. Emphasis on quelling rumors. Write a notice to address employee rumors about layoffs from your company. Emphasis on quelling rumors.

Contextual Writing: Student Feedback “This chart is now my rule for pre-writing. I have a tool where I can look at it from a more logical perspective. My essays come together nicely, and I don’t lose the reader in my writing.” - Catherine “I found this exercise to be fun and enjoyable, and it was more realistic. Bottom line - I got it; I understood. I learned.” - Donna

Contextual Writing: Student Feedback “The chart is a very good lesson. I wish it was in use when I was still in high school.” - Mary F. “I think it is a good tool to use for writing. It allows you to pre-plan your course for your writing. With this tool, I could quickly write a paper on any topic.” - Mary G.

Contextual Reading in the Classroom Students select music/lyrics of their choice. Students select music/lyrics of their choice.  Relating new information to what is already familiar.  Demonstrating figurative language in a real-life context.  I don’t read poetry, but I do listen to music. Students select and bring magazines, newspaper Students select and bring magazines, newspaper articles of their choice.  Pre-read the articles. Discuss the photos and captions.  Predict what questions the article may answer.  Relating an academic tool to real-life reading.

Contextual Reading: Student Feedback “I don’t really have enough words to express myself to you, for your talent and the way you taught me to improve my weakest subject, reading. -MacKendy “I enjoyed doing the TIPP? exercise because it was more cutting edge. The exercise gave me more visuals and more ideas to think more into the articles.” - Obel

Contextual Reading: Student Feedback “I think [the TIPP? Exercise] worked very well. I used it for my GED reading and finished ten minutes early. I am not a fast reader, so the TIPP? helped me” - Mary F. “I think this really helps because by doing the TIPP? it helps the student to speed up more on their reading.” - Grace

Contextual Math in the Classroom Incorporation of Real-World Examples into Lecture Incorporation of Real-World Examples into Lecture  Determining price per ounce/pound using proportions.  Using ratios/rates to determine sports statistics.  Relating integers to budgeting process/balancing checkbooks.  Demonstrating use of percents when shopping.  Comparing price per square foot when looking at rental ads for housing.

Rigor - Relevance - Retention Journaling: First 15 minutes of class spent writing Journaling: First 15 minutes of class spent writing on a subject of student’s choice  Rigor  Introducing new concept of daily writing.  Creating more rigorous writing habits and organizing thoughts.

Rigor - Relevance - Retention Journaling: First 15 minutes of class spent writing Journaling: First 15 minutes of class spent writing on a subject of student’s choice  Relevance  Allowing students to write about academic and personal situations in their life.  Relating writing to real-life situations.

Rigor - Relevance - Retention Journaling: First 15 minutes of class spent writing Journaling: First 15 minutes of class spent writing on a subject of student’s choice  Retention  Helping students clear their minds before the day’s lesson.  Resolving conflicts to allow for better focus and retention.

Contextual Learning with Different Populations Addressing various phonetic challenges facing speakers of different languages (i.e. V sound for Spanish speakers, L sound for Chinese speakers) Addressing various phonetic challenges facing speakers of different languages (i.e. V sound for Spanish speakers, L sound for Chinese speakers) Focusing on the different ways math is represented in various countries (i.e. comma vs. decimal, format for division) Math terminology. Focusing on the different ways math is represented in various countries (i.e. comma vs. decimal, format for division) Math terminology. Addressing generational gap in technological knowledge. Addressing generational gap in technological knowledge. Adjusting younger students to a non-digital learning environment Adjusting younger students to a non-digital learning environment