Contextual Learning at MTI
MARTHA MEYERS
CAREER COUNSELOR, ADULT EDUCATION
Contextual Writing in The Classroom
 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.
 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 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.
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
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
 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
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
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
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)
 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.
 Adjusting younger students to a non-digital learning
environment
Descargar

Contextual Learning at MTI