Presentation on theme: "Transitioning & Contextualized Instruction"— Presentation transcript:
1 Transitioning & Contextualized Instruction NCTNEffective Transitions ConferenceSouthern Illinois ProfessionalDevelopment Centerpart of the Illinois CommunityCollege Board ServiceCenter Network
2 Transitioning To Work and Post-Secondary Education What is transitioning?What does it mean?Who transitions?What types of transitioning does one do?How often does one transition?
3 Creating Pathways for Adult Learners “Strategic Plan for Illinois Adult Education and Family Literacy”“Unlike in the past, Illinois workers can no longer expect to hold a family-sustaining job with only a high school diploma. Illinois must ensure workers are prepared to thrive in this new world, and currently, far too many are not.”
4 Creating Pathways for Adult Learners “Strategic Plan for Illinois Adult Education and Family Literacy”Assessment, Curricula and Instruction:Adopt aligned assessment, curricula and instructional practices that support adults as they prepare for family-supporting jobs and career advancement.
5 What curriculum do you use? What are you doing to prepare your students for the GED® Tests?What are you doing to prepare your students for post-secondary or employment?
6 What have you heard about contextualized instruction?
7 Contextualized Instruction Developing skills, knowledge and attitudes drawn from the context in which they will be used, using real-life materials and situations from that contextTeaching relevant behaviors in relevant contexts
8 Contextualized Instruction Increases the likelihood that what is taught in the training or classroom setting will be used in future applicable settingsThe focus is on the application or the process rather than on the possession of basic skills and knowledge
9 Think about a situation where you had a chance to learn through the active application of knowledge and skills.What difference did this make for you?
10 Contextualized Instruction Research has shown that knowledge learned only at the level of rote memory rarely transfers.Transfer is most likely to occur when the learner knows and understands both the facts and the “big picture”The underlying principles that can be applied to problems in new contexts
11 Contextualized Instruction In Adult Education we may teach how to write a business memoOur student may memorize the parts of a typical business memo and how to punctuate sentencesBUT…to fully understand, the student needs to know how to apply this knowledgeWhat are the various purposes for writing memos at workHow to organize and tailor what is written for different audiences
12 Contextualized Instruction Further transfer of learning – making connectionsStudent learns how to write a business memoNext apply what they have learned to sending notes to a child’s teacherOr how to apply what they have learned to writing a letter to the editor of the local paper
13 Contextualized Instruction REACT Relating – linking the concept to be learned with something the student already knowsExperiencing – hands-on activities and teacher explanation allow students to discover new knowledgeApplying – students apply their knowledge to real-life situationsCooperating – student solve problems as a team to reinforce knowledge & develop collaborative skillsTransferring – students take what they have learned and apply it to new situations and contexts
14 Learners are encouraged to work as a collaborative team to identify and solve problems – just as scientists, mechanics, nurses, musicians, citizen group members, and parents do in everyday life
15 In workforce education: Acquiring job-related content of basic academic skills is not enough to prepare adults to be effective on the job.Also needInterpersonalDecision-makingPlanningSkills & knowledge of when & how to apply these skills within the social context of the workplaceThese skills need instructional approaches that focus on:Cooperative learningApprenticeship modelsTeamwork
16 Soft Skills – What are They? ConfidentialityPositive AttitudeWorks IndependentlyInitiativeAppropriate Appearance/HygieneCommunication SkillsFlexibilityManaging Personal IssuesProblem SolvingWorkplace EtiquetteDependabilityEthical BehaviorWork EthicPunctualityInterpersonal SkillsJob CommitmentCustomer ServiceTeamworkAccountabilityUnderstand Expectations
17 How, within adult instruction, can we teach soft skills? Without teaching skills separately what can you do?How would you incorporate those skills (in training/instruction) in your educational program?What would you do differently?How, specifically, would you include each soft skill into your current instructional plan?
18 States’ Career Cluster Initiative Essential Knowledge and Skills Essential skills necessary for success all in careersPersons preparing for careers at any level should be able to demonstrate these skills in the context of their chosen cluster and pathway.
19 Contextualized Instruction Planning for contextualized instruction requires that teachers make a fundamental shift in their understanding of what it means to plan curricula and instruction
20 Contextualized Instruction Instead of mapping out all the prerequisite knowledge and skills students need and planning lessons before discovering learners’ immediate needs, teachers begin with tasks learners need immediately in their daily lives and then “back into” the knowledge, skills, and strategies required to perform those tasksBasic skills are covered in an repeating rather than a sequential manner
21 Contextualized Instruction Curriculum development cycles and recycles skills across a series of tasksAvoids teaching a curriculum that is “a mile wide and an inch deep”Allows learner to develop a deeper understanding of the “big picture” ideas and real-life applications
22 Let’s Try it Out! Phil’s Promotion What are your thoughts on Phil’s needs and the instructor’s concerns?What tips, insights, or new ideas do you have for instructors?Do you have systems/materials in place in your program to support these ideas?
23 Contextualized Instruction – Workplace Skills When teaching reading an adult education instructor may use the following workplace materials:Food order slipsLogs of working hoursAppropriate safety proceduresOperation proceduresSafety logs
24 Contextualized Instruction – Workplace Skills When teaching math an adult education instructor may use the following workplace skills:Compute sales pricesCount finished products to determine if product orders are completeWeigh or measure ingredientsCollect payments from customersBalance currency, coin, and checks in cash drawers
25 How do we know what skills are needed? Local labor market informationTargeted industry clustersHigh priority occupationsLearner self-appraisal
26 How do we organize these skills? The Foundation SkillsFrameworkBasic Workplace SkillsBasic WorkplaceKnowledgeBasic Employability SkillsLifelong Learning Skills
27 Lessons and activities… …are built around teaching the particular skills using materials and scenarios needed for success in the workplace.…are designed to include measures for learner gains through observation, surveys, checklists, and role plays.
29 Transitioning & Contextualized Instruction Bevan Gibson Sarah Goldammer(618)Linda CoxColleen PotterSouthern Illinois Professional Development Center-part of the Illinois Community College Board Service Center Network