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Contextualization in English and Reading: A Few Examples

The document provides examples of contextualized learning models at three community colleges and discusses Mt. San Antonio College's planned model for contextualizing basic skills courses within eight career cluster meta-majors. It also outlines the key components of contextualized teaching and learning, including faculty collaboration, curriculum development, interactive teaching, and improved student outcomes. Resources on contextualized learning from organizations like ASCCC and CORD are also referenced.

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Jun Rinion Taguinod
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36 views12 pages

Contextualization in English and Reading: A Few Examples

The document provides examples of contextualized learning models at three community colleges and discusses Mt. San Antonio College's planned model for contextualizing basic skills courses within eight career cluster meta-majors. It also outlines the key components of contextualized teaching and learning, including faculty collaboration, curriculum development, interactive teaching, and improved student outcomes. Resources on contextualized learning from organizations like ASCCC and CORD are also referenced.

Uploaded by

Jun Rinion Taguinod
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Contextualization

in English and Reading:


A Few Examples
Cheryl Aschenbach, Lassen College
Michael Heumann, Imperial Valley College
Michelle Sampat, Mt. San Antonio College
Using CTL: Formats*
• Stand-alone classroom practices
• “Infused academic” – skills building with CTL, relevance of skills,
and opportunities for students to engage
• “Infused occupational” – vocational focus, integrating academic
skills with occupational content
• Linked courses or learning communities
• Connected courses, shared goals
• Context for delivery
• Collaboration between instructors and students

*Resource: Contextualized Teaching and Learning: A Faculty Primer, a joint product of RP


Group, BSI, ASCCC, and Bay Area Workforce Funding Collaborative
Using CTL:
Central Components*
• Faculty Collaboration – faculty should be collaborating on many
aspects of CTL including program design, curriculum development,
resource acquisition, and assessment of practices
• Curriculum/Instructional Material Development – moving from
traditional texts and activities to an authentic, contextualized
approach requires new materials; time and support is needed
• Relevant Context – all CTL is based on relevant context. Faculty
might choose one, develop context with students, or offer options
based on career or educational interests
• Interactive Teaching – engaging interactive activities may include
team work, peer to peer review, real-world data collection and
problem solving, experiences with community partners, authentic
assessments, and reflective essays

*Resource: Contextualized Teaching and Learning: A Faculty Primer, a joint product of RP


Group, BSI, ASCCC, and Bay Area Workforce Funding Collaborative
Using CTL:
Central Components*
• Professional Development – may focus on better understanding of
course content to exploring how to use CTL
• Institutional Support – vital to success and sustainability of CTL,
especially linked courses. May include administrative backing for
new course creating, release time for professional and curricular
development, sharing of faculty across departments, flexible
scheduling, and more
• Continuous Improvement – ongoing reflection and revision is
necessary due to the integrated nature of CTL. Course and program
modifications are a natural part of CTL
• Improved Outcomes – most common improved outcomes include
increased student engagement, motivation, and self-esteem as well
as quantitative measures of improved course completion, GPA,
performance in college-level work, and employment
*Resource: Contextualized Teaching and Learning: A Faculty Primer, a joint product of RP
Group, BSI, ASCCC, and Bay Area Workforce Funding Collaborative
Lassen College
Imperial Valley
College
Mt. San Antonio College
Existing Models of Contextualized Learning:

• Linked or Learning Community Courses


• Reading Courses
• Composition Courses
• Math Courses
Mt. SAC Planned Model: Basic Skills Contextualization
of 8 Career Cluster Meta-Majors for AACC Pathways

2016-17
1. Defining Contextualization
2. Collaboration among basic skills, meta-major discipline,
counseling, and library faculty members
3. Creation of contextualized lessons based on authentic
reading, writing, and math expectations identified in the
following 8 meta-majors:
• Arts and Design
• Aviation, Electronics, and Manufacturing
• Business and Information Technology
• Health, Wellness, and Public Service
• Humanities and Communication
• Plants and Animals
• Sciences
• Teaching and Education
Mt. SAC Planned Model: Basic Skills Contextualization
of 8 Career Cluster Meta-Majors for AACC Pathways

2017-18
1. Offering “Of Special Interest To…” sections
contextualized according to meta-major.
2. Evaluating results and continuing to develop and
modify contextualized content
Additional Ideas
Resources
• Contextualized Teaching and Learning: A Faculty Primer
(ASCCC Paper, Spring 2009)
In association with the Academic Senate for California Community Colleges, Center
for Student Success/RP Group, Basic Skills Initiative, Bay Area Workforce Funding
Collaborative, and funded by the California Community Chancellor’s Office.
http://asccc.org/papers/contextualized-teaching-learning-faculty-primer
• Facilitating Student Learning Through Contextualization
(Dolores Perin, February 2011)
A resource published by the Community College Research Center.
http://ccrc.tc.columbia.edu/media/k2/attachments/facilitating-learning-
contextualization-working-paper.pdf
• The Theory and Application of Contextualized Teaching and
Learning in Relation to Programs of Study and Career
Pathways (Kalchik & Oertle, September 2010)
Article published by the Office of Community College Research and Leadership at
University of Illinois. http://files.eric.ed.gov/fulltext/ED513404.pdf
Resources
• Contextual Learning - CORD
Center for Occupational Research and Development (CORD) is a national nonprofit
dedicated to leading change in education. It is committed to supporting educators
who use contextual teaching strategies. This section of the CORD Web site offers
general information about contextual teaching and learning, research papers, and
descriptions of contextual materials developed by CORD.
http://www.cord.org/contextual-teaching-and-learning/
• Contextualized Teaching and Learning Overview: Students and
Faculty Talk (Video – Career Ladders Project, December 2010)
Key CTL issues are illustrated using interviews with faculty and students.
https://www.youtube.com/watch?v=BuRKVjyLEVI

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