Developing Post-Secondary Options:

A Contextual Lesson Plan for the Secondary English Classroom

Heather Hooks
Secondary English

Table of Contents

I. Introduction/Research

Most educators are familiar with the theories of John Dewey and his progressive push toward constructivism. In this model, “students construct their own knowledge by testing ideas based on prior knowledge and experience, applying these ideas to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs” (Berns). In conjunction with constructivism, contextual teaching and learning (CTL) also encourages students to take ownership of their learning, specifically by “[relating] subject matter content to real world situations; and [motivating] students to make connections between knowledge and its applications to their lives” (Berns). This connection between content and the real world is what teachers should strive to help their students see. By accomplishing this task, teachers not only motivate students to pay attention to the content matter, they also help students build crucial higher-order thinking skills. As the trend for globalization continues, it becomes imperative that students understand the fundamental inter-relatedness of all things, which requires that subject matter content could be applicable in more than one discipline. In fact, curriculum across disciplines often can be integrated, which reflects the way the real world operates: “Real world situations and problems rarely represent only one discipline” (Berns). Essentially, in order for students to learn skills that are valuable in the real world, teachers must instruct with the real world in mind. Teachers can do this by connecting content with other disciplines, and by creating lessons that have a “real-world” product.

The following lesson is designed for college-prep. seniors discovering and refining their post-secondary options. The “real world” product in mind is the actual college application essay that many seniors would be drafting on their own anyway. For those students who do not wish to pursue college following graduation, their “real world” product will be a resume.

To ensure that this lesson demonstrates aspects of contextual teaching and learning, the teacher must be instructing students in such a way that they understand the “real world” relevance of their activities. Also important to this lesson is the concept of “scaffolding.” Two types of scaffolds can be used in the classroom: soft scaffolds and hard scaffolds. Soft scaffolds “are dynamic, situation-specific aid provided by a teacher or peer to help with the learning process…[which is] generally provided ‘on the fly’” (Brush). Hard scaffolds differ in that they “are static supports that can be anticipated and planned in advance based upon typical student difficulties with a task” (Brush). Both types will be utilized in the following lesson. 

Regarding assessment, many educators still practice summative evaluation, or “the process of converting kids’ achievement into some kind of ranked, ordinal system that compares children to each other” (Zemelman). However, this type of assessment, aside from being relatively inherently unfair, is not realistically reflected in the real world. More often, a person receives formative evaluation, which focuses more on the person’s ability and progress made. In keeping with designing a lesson that is reflective of the real world, as well as producing something of value in the real world, formative evaluation will be used.

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II. National Standards:

E2a (Writing)—The student produces a report that:

• engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
• develops a controlling idea that conveys a perspective on the subject;
• creates an organizing structure appropriate to purpose, audience, and context;
• includes appropriate facts and details;
• excludes extraneous and inappropriate information;
• uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing and contrasting, naming, explaining benefits or limitations, demonstrating claims or assertions, and providing a scenario to illustrate;
• provides a sense of closure to the writing.

E3a (Speaking, Listening, and Viewing)—The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:

• initiates new topics in addition to responding to adult-initiated topics;
• asks relevant questions;
• responds to questions with appropriate elaboration;
• uses language cues to indicate different levels of certainty or hypothesizing, e.g., “what if…,” “very likely…,” “I’m unsure whether…”;
• confirms understanding by paraphrasing the adult’s directions or suggestions.

E3b (Speaking, Listening, and Viewing)—The student participates in group meetings, in which the student:

• displays appropriate turn-taking behaviors;
• actively solicits another person’s comment or opinion;
• offers own opinion forcefully without dominating;
• responds appropriately to comments and questions;
• volunteers contributions and responds when directly solicited by teacher or discussion leader;
• gives reasons in support of opinions expressed;
• clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions;
• employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognize a problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution);
• divides labor so as to achieve the overall group goal efficiently.

A3a (Information Tools and Techniques)—The student gathers information to assist in completing project work; that is, the student:

• identifies potential sources of information to assist in completing the project;
• uses appropriate techniques to collect the information, e.g., considers sampling issues in conducting a survey;
• interprets and analyzes the information;
• evaluates the information in terms of completeness, relevance, and validity;
• shows evidence of research in the completed project.

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III. Materials:

Questionnaire for students

GCIS software

Computer Lab with Internet access and printers

Paper

Envelopes

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IV. Procedures/Activities:

This unit is designed to assist high school seniors think about and plan for their post-secondary options, whether they include college or the workplace. Because of the nature of this unit, the daily activities are not designed to be performed back-to-back, but rather will occur over a few weeks.

Day One:

Objective—Students will think about and respond to questions about their plans after high-school graduation.

During the first week of school (preferably the first or second day), the teacher will give students a “get-to-know-you” questionnaire that will include information about their post-secondary goals (i.e. college, the workplace, etc.). Specific questions will elicit information pertaining to potential colleges and/or majors, future careers, and what, if anything, the student has planned to accomplish his/her goals. [After receiving the questionnaires from students, the teacher will sort them, matching students with similar goals into groups for the next part of the lesson. The teacher will also create a “spreadsheet” for personal reference, recording college and/or career interests.]

Days Two-Three:

Objective--Students will become familiar with the GCIS software, and use it to determine what career they are best suited for, which will assist them narrow down their post-secondary options.

At least half of one class period should be devoted to explaining the GCIS software (both its purpose and how to use it). A “hard scaffold” should be developed in order to assist students navigate the program. The next day, students should go to the computer lab to take the personality/career surveys. Students should fill out a response sheet that includes what they learned about themselves, their potential careers, and colleges (if applicable). Students should compare those responses to their original questionnaires (this can be accomplished verbally in groups, in conferences with the teacher, or written on a “reflection” sheet).

Days Four--Six:

Objective— Students will practice collaborating and solving problems in small groups. Students will acquire specific information to compare regarding their post-secondary goals. Students will analyze and evaluate data according to personal criteria.

Students will be put into groups by the teacher according to common goals (approx. 4 students in each group). Groups will spend class time brainstorming for criteria to consider when choosing a college/career. The teacher should also direct students to consider criteria for evaluating a website. After spending a day in the classroom working in groups, students will return to the computer lab. They should use the GCIS survey results to search for information about three potential colleges. If a student is not planning to attend college after graduation, s/he should research information about what preparation is required for his/her potential career. Students should be provided with a list of helpful websites to start their search (a “hard scaffold”). Students may need up to two days in the computer lab. When they have finished their research, students should compare the information found on a provided handout.

Day Seven:

Objective—Students will create a checklist for their goals, and then request specific information/applications.

In their groups, students will develop a checklist for the application procedure; students planning on entering the workplace immediately after graduation will also create a checklist in their groups for what steps must be taken in order to ensure job placement. They will be directed to be mindful of deadlines and guidelines specified by the colleges. Students will use their previous research to create such a checklist, and then the students will request application materials from the colleges. Students should work in the computer lab this day, as many applications can be requested online; however, some students may have to contact the college another way. [If a student is not looking at college information, s/he will begin the next portion of the lesson.]

Day Eight—Twelve: (this portion should be taught during five consecutive days)

Objective—Students create and edit an actual written product (either an application essay, scholarship essay, and/or resume).

 The teacher will go over the process for creating a resume, as well as reviewing the basic elements of essay writing. Students will be given two days for pre-writing and initial conferencing with the teacher. Students will work on writing their essays/resumes in class and out of class, if necessary. Students should have the opportunity to do pre-writing and initial drafts in the computer lab. On the third day, the teacher should pair up students with similar products and have them perform “peer-editing,” with the emphasis on content rather than grammar. By the fifth day, students should turn in their “final copy” to the teacher, who will conference with students regarding grammar errors and any remaining content problems throughout the next week.

Day Thirteen:

Objective—Students will receive criticism and make corrections according to the comments of their peers and their teacher. Students will package their applications and/or resumes and mail.

During the conferences with students, the teacher will point out remaining errors without correcting them for the student. The student will then make the corrections (in the computer lab), calling on the teacher for assistance if necessary. Students will review checklists to make sure they have met all guidelines for applying, and then they will gather their application materials and will mail them from school. Students working on resumes will compile a list of potential businesses to apply to in the coming months.

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V. Assessment:

Because formative evaluation is recommended in conjunction with contextual teaching, assessment will be specific to each student. Rather than create a summative writing rubric, which would deduct points for errors, the teacher will instead assess the student’s ability to receive constructive criticism and correct the errors (i.e. points will be deducted for letting an error remain, not for making it the first time). For the “essay” grade, students will need to turn in both the rough draft(s) of the essay/resume and a copy of the finished product in order for the teacher to assess progress. The teacher may also choose to assign grades for group work (collaboration), and working in the computer lab (reflection handouts/comparison handouts), using the national standards outlined above as criteria for evaluation.

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VI. References:

Berns, Robert G. and Patricia M. Erickson. (2001). Contextual teaching and learning: Preparing students for the new economy. The Highlight Zone: Research @ work. Available: http://www.nccte.com .

Brush, Thomas A. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. The Journal of Interactive Online Learning, 1(2), 1-2. Available: www.ncolr.org .

(1997). Performance Standards. Pittsburgh: Harcourt Brace Educational Measurement.

Zemelman, S., H. Daniels, & A. Hyde. (1998). Best Practice: New Standards for Teaching and Learning in America’s Schools. 2^nd ed. New Hampshire: Heinemann.

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VII. Biography:

Heather Hooks has just finished her third year of teaching at Cherokee High School in Canton, GA. She teaches American Literature (11^th grade) and British Literature (12^th grade) there. She can be contacted via email at heather.hooks@cherokee.k12.ga.us

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