Contextual Learning at MTI
Contextual Writing in The Classroom
 Real-Life Scenarios
 Not
another 5-paragraph essay!
 Recognizing who is your audience, what is your
Distinguish different writing for different purposes.
 Using appropriate language.
Contextual Writing in The Classroom
 Students
collectively determine what to write
 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
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
- Catherine
“I found this exercise
to be fun and
enjoyable, and it was
more realistic. Bottom
line - I got it; I
understood. I
- 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.
“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
 Using ratios/rates to determine sports statistics.
 Relating integers to budgeting process/balancing
 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

Contextual Learning at MTI