MARTHA MEYERSMARTHA MEYERSCAREER COUNSELOR, ADULT EDUCATIONCAREER COUNSELOR, ADULT EDUCATION

Contextual Learning at Contextual Learning at MTIMTI

Contextual Writing in The ClassroomContextual Writing in The Classroom

Real-Life ScenariosReal-Life Scenarios Not another 5-paragraph essay!Not another 5-paragraph essay! Recognizing who is your audience, what is your Recognizing who is your audience, what is your

purpose. purpose. Distinguish different writing for different purposes.Distinguish different writing for different purposes.

Using appropriate language.Using appropriate language.

Contextual Writing in The ClassroomContextual Writing in The Classroom

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

HOW do you know?HOW do you know?

Real life ScenariosReal life Scenarios

Write a memo to describe a stores policy on time and Write a memo to describe a stores policy on time and attendance. Use an active voice to make certain attendance. Use an active voice to make certain everyone understands their responsibilities.everyone understands their responsibilities.

Writing descriptive instructions on how to operate a Writing descriptive instructions on how to operate a cell phone, or program voice mail with a message. cell phone, or program voice mail with a message. Give detail. Personal and work.Give detail. Personal and work.

Write a note to request an appointment with your Write a note to request an appointment with your supervisor to discuss safety concerns.supervisor to discuss safety concerns.

Write a notice to address employee rumors about Write a notice to address employee rumors about layoffs from your company. Emphasis on quelling layoffs from your company. Emphasis on quelling rumors. rumors.

Contextual Writing: Student FeedbackContextual Writing: Student Feedback

““This chart is now my This chart is now my rule for pre-writing. I rule for pre-writing. I have a tool where I can have a tool where I can look at it from a more look at it from a more logical perspective. My logical perspective. My essays come together essays come together nicely, and I don’t lose nicely, and I don’t lose the reader in my the reader in my writing.”writing.”

- Catherine- Catherine

““I found this exercise I found this exercise to be fun and to be fun and enjoyable, and it was enjoyable, and it was more realistic. Bottom more realistic. Bottom line - I got it; I line - I got it; I understood. I understood. I learned.”learned.”

- Donna- Donna

Contextual Writing: Student FeedbackContextual Writing: Student Feedback

““The chart is a very The chart is a very good lesson. I wish it good lesson. I wish it was in use when I was was in use when I was still in high school.”still in high school.”

- Mary F.- Mary F.

““I think it is a good tool I think it is a good tool to use for writing. It to use for writing. It allows you to pre-plan allows you to pre-plan your course for your your course for your writing. With this tool, writing. With this tool, I could quickly write a I could quickly write a paper on any topic.”paper on any topic.”

- Mary G.- Mary G.

Contextual Reading in the ClassroomContextual 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.Relating new information to what is already familiar. Demonstrating figurative language in a real-life context.Demonstrating figurative language in a real-life context. I don’t read poetry, but I do listen to music.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.articles of their choice.

Pre-read the articles. Discuss the photos and captions.Pre-read the articles. Discuss the photos and captions. Predict what questions the article may answer.Predict what questions the article may answer. Relating an academic tool to real-life reading.Relating an academic tool to real-life reading.

Contextual Reading: Student FeedbackContextual Reading: Student Feedback

““I don’t really have I don’t really have enough words to enough words to express myself to you, express myself to you, for your talent and the for your talent and the way you taught me to way you taught me to improve my weakest improve my weakest subject, reading. subject, reading.

-MacKendy-MacKendy

““I enjoyed doing the I enjoyed doing the TIPP? exercise because TIPP? exercise because it was more cutting it was more cutting edge. The exercise edge. The exercise gave me more visuals gave me more visuals and more ideas to think and more ideas to think more into the articles.”more into the articles.”

- Obel- Obel

Contextual Reading: Student FeedbackContextual Reading: Student Feedback

““I think [the TIPP? I think [the TIPP? Exercise] worked very Exercise] worked very well. I used it for my well. I used it for my GED reading and GED reading and finished ten minutes finished ten minutes early. I am not a fast early. I am not a fast reader, so the TIPP? reader, so the TIPP? helped me”helped me”

- Mary F.- Mary F.

““I think this really helps I think this really helps because by doing the because by doing the TIPP? it helps the TIPP? it helps the student to speed up student to speed up more on their reading.”more on their reading.”

- Grace- Grace

Contextual Math in the ClassroomContextual Math in the Classroom

Incorporation of Real-World Examples into LectureIncorporation of Real-World Examples into Lecture Determining price per ounce/pound using Determining price per ounce/pound using

proportions.proportions. Using ratios/rates to determine sports statistics.Using ratios/rates to determine sports statistics. Relating integers to budgeting process/balancing Relating integers to budgeting process/balancing

checkbooks.checkbooks. Demonstrating use of percents when shopping. Demonstrating use of percents when shopping. Comparing price per square foot when looking at Comparing price per square foot when looking at

rental ads for housing.rental ads for housing.

Rigor - Relevance - RetentionRigor - Relevance - Retention

Journaling: First 15 minutes of class spent writing Journaling: First 15 minutes of class spent writing on a subject of student’s choiceon a subject of student’s choice

RigorRigor Introducing new concept of daily writing.Introducing new concept of daily writing. Creating more rigorous writing habits and Creating more rigorous writing habits and

organizing thoughts.organizing thoughts.

Rigor - Relevance - RetentionRigor - Relevance - Retention

Journaling: First 15 minutes of class spent writing Journaling: First 15 minutes of class spent writing on a subject of student’s choiceon a subject of student’s choice

RelevanceRelevance Allowing students to write about academic Allowing students to write about academic

and personal situations in their life.and personal situations in their life. Relating writing to real-life situations.Relating writing to real-life situations.

Rigor - Relevance - RetentionRigor - Relevance - Retention

Journaling: First 15 minutes of class spent writing Journaling: First 15 minutes of class spent writing on a subject of student’s choiceon a subject of student’s choice

RetentionRetention Helping students clear their minds before Helping students clear their minds before

the day’s lesson.the day’s lesson. Resolving conflicts to allow for better focus Resolving conflicts to allow for better focus

and retention. and retention.

Contextual Learning with Different PopulationsContextual Learning with Different Populations

Addressing various phonetic challenges facing speakers of Addressing various phonetic challenges facing speakers of different languages (i.e. V sound for Spanish speakers, L different languages (i.e. V sound for Spanish speakers, L sound for Chinese speakers)sound for Chinese speakers)

Focusing on the different ways math is represented in Focusing on the different ways math is represented in various countries (i.e. comma vs. decimal, format for various countries (i.e. comma vs. decimal, format for division) Math terminology.division) Math terminology.

Addressing generational gap in technological knowledge.Addressing generational gap in technological knowledge.Adjusting younger students to a non-digital learning Adjusting younger students to a non-digital learning

environmentenvironment