Contextual
Teaching
Changing
the Teaching Forum One Teacher at a Time!
By Vicki Hufstetler (Vanessa)
Contents
“When I graduate I
will revolutionize the way teaching is delivered in the classroom,”
declared Bubba.
“Yeah, me too. I want to move mountains and change tradition,”
touted Kelly.
“Where will you start?” inquired Bubba.
“Writer’s workshop and contextual teaching,” exclaimed
Kelly.
“I know about writer’s workshop, but what is contextual
teaching?”
“Contextual teaching is modifying traditional teaching so
that students develop real job skills applicable to the work force.
In the book Cast-off Youth one reads where Dr. Tom Sticht,
President and Senior Scientist of Applied Behavioral and Cognitive
Science Inc., analyzed the way military personnel were trained.
He and his team concluded that skills are learned best in the
context of realistic workplace problems (Parnell, 2001). This
new program provides opportunity for students to problem solve
and communicate. This program is so widely endorsed by our government
that Carol Harrell of Kennesaw State University got a large federal
grant to train teachers how to implement the program.”
“So contextual teaching is for vocational students.”
“No, it is not. ““Contextual teaching is for all
students, and it provides a learning experience that lets the
learner readily see the connections between the concepts taught
in class to the real world (Harwell, 1999).””
“How will you have time to write each lesson and cover all
the state standards?”
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“I cover more of my standards or QCC’s in two weeks
than I did the old way in 18 weeks. And to that you can add quite
a few more for math and science and social studies. Not to mention
character education and etiquette training.”
“Well, I’ve never done it that way. Why should I change?”
“Because, government, politicians, and parents are down
on education because nothing means anything to students. Some
inter-city high schools have a 50% dropout rate, (Harwell, 2001).
Teachers and others constantly gripe about student apathy and
poor behavior. ““I say when students are off task;
look at the task (Harwell, 2001).””
Dale Parnell states in his book Contextual Teaching Works!
that after 50 years in education contextual teaching is the way
to go if we want to engage our diverse population and help them
reach higher levels of achievement.”
“O.K. give me a lesson plan then.”
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National Standards:
Writing
Standard 2a. The student produces a report that: engages
the reader by establishing a context, creating a persona, and
otherwise developing reader interest;
creates an organizing structure appropriate to purpose, audience,
and context;
including appropriate facts and details;
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, and explaining
benefits or limitations.
Speaking, Listing, Viewing
Standard 3a. The student participates in one-to-one conference
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
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Standard 3b. The student participates in group meetings,
in which the student:
displays appropriate turn-taking behavior;
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 a teacher or a 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,
employees a group decision-making technique such as brainstorming
or a problem solving sequence (e.g. . recognize problem, define
problem, identify possible solutions, select optimal solution,
implement solution, evaluate solution).
Standard 3c. The student prepares and delivers an individual
presentation in which the student:
Shapes information to achieve a particular purpose and to appeal
to the interests and background knowledge of audience members;
Shapes content and organization according to criteria for importance
and impact rather
than according to available information in resource materials;
uses notes or other memory aids to structure the presentation.
Reading
Standard 1c. The student reads and comprehends informational
material to develop understanding and expertise and produces written
or oral work that:
restates or summarizes information;
relates new information to prior knowledge and experience;
extend ideals;
makes connections to related topics or information.
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Conventions, Grammar, and Usage of the English Language
Standard 4a. The student demonstrates an understanding
of the rules of the English language in written and oral work,
and selects the structures and features of language appropriate
to the purpose, audience, and context of the work. The student
demonstrates control of sentence structure.
Communication
The student demonstrates effective scientific communication by
clearly describing aspects of the natural world using accurate
data, graphs, or conceptual understanding in science; that is,
the student:
Standard 7a. Represents data and results in a graph, drawing,
table, diagrams, artwork;
and technical and creative writing.
Standard 7b. Argues from evidence, such as data produced
through his or her own experimentation or by others.
Geometry and Measurement Concepts
Standard 2d. determines area
Mathematical Skills and Tools
The student demonstrates fluency with basic and important skills
by using these skills accurately and automatically, and demonstrates
practical competence and persistence with other skills by using
them effectively to accomplish a task (perhaps referring to notes,
or books, perhaps working to reconstruct a method); that is, the
student:
Standard 6d. Measures length and area accurately.
Scientific Thinking
The student demonstrates scientific inquiry and problem inquiry
and problem solving by using thoughtful questioning and reasoning
strategies, common sense and conceptual understanding from Science
Standards 1 to 4, and appropriate, methods to investigate the
natural world; that is, the student:
Standard 5e. identifies problems; proposes and implements
solutions; and evaluates the accuracy, design, and outcomes of
investigations.
Standard 5f. Works individually and in teams to collect
and share information and ideas.
(National Standards were taken from Performance Standards
(New Standards) ISBN 1-889630-52-7, 700 Eleventh Street, NW,
Suite 750, Washington, DC 20001)
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Materials:
Graph paper
Pencils
Four measuring tapes
Computers with Internet access
Phonebook
Phone
Handouts for building materials and cost
Decorating magazines
Notebook paper
Teacher-made packet
Procedures:
Day One….(Pre-Test…Introduction)
Objectives: Students will follow oral directions
Objectives: Students will record the problem to be solved
Objective: Students will brainstorm room function
Students will take a quick 25 question pre-test so I can determine
how much they know about area, research, graphs, how to use the
internet for research and design, and business/classroom etiquette.
Then I will introduce the unit, the problem to be solved. Reminding
the students the goals of writer’s workshop and some things
we need to accomplish good writing. Discuss ways we can convince
Ms. Phillips, our principal, that such an expenditure would benefit
the creative writing class. Have students assemble the papers
to be used in this unit’s packet and staple them.
Day two ………(Problem-based Learning)
Objective: Students will assess what function the room will be
used for
Objective: Students will measure the area needed for new flooring.
Objective: Students will research wall decor for a room with
no windows.
Teacher will share some of what she found while researching and
tell where it was found.
Divide the students into four main teams using a magazine page
ripped into four squares.
Show students the spare room that needs flooring and wall decoration
and furniture. Explain to students that the room is in need of
a plan to make it useful. Give students the measuring tape and
the paper, let them measure the floor and record the measurements
in the packet. Students will share their findings tomorrow.
Day Three ………(Teacher-directed Learning)
Objective: Students will report the measurements found
Objective: Using common sense students will evaluate the best
answers
Objects: Students will graph the information
Students will go to the front of the room in teams and share
their findings.
Teacher will record the measurements on the dry erase board.
Using the overhead show how graph paper squares equals one foot.
Then the teacher will guide the students in grafting their floor
plans.
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Day Four ………(Cooperative and Self-directed Learning)
Objective: Student will research using a variety of mediums
Objective: Student will devise a written plan for the room
Objective: Student will devise a pictorial, graph or computer
generated plan
Teacher will share some of what she found while researching and
tell where it was found.
Students will use magazines, books, the Internet, and other references
and resources to prepare a list of material needed and the cost
range of each with a brief description of each product denoted.
They will record the information on a handout in their packet.
Teacher lead discussion of what we discovered and what are the
proper ways to discuss questions with our guest speaker.
Day Five………(Work-based Learning)
Objective: Students will ask relevant questions
Objective: Student will confirm understanding by paraphrasing
Kitty’s response
Objective: Students will take turns talking
Teacher will remind students of proper etiquette.
Students will gather information by listening to the expert and
asking
questions to the expert Kitty Starling on the design elements
practical for a small space for the room. Students will take
notes. Evaluate their plans and re-write or add on if necessary.
Students will write their plans on the back of their list of materials
and cost.
Teacher will lead closure.
Day Six…………(Cooperative and self-directed
Learning)
Objective: Student will research using a variety of mediums
Objective: Student will devise a written plan to raise money
Objective: Student will generate a plan
Students will use magazines, books, the Internet, and other references
and resources to generate a plan to raise money. They will record
the information on a handout. Or some will continue to work on
their plan. Teacher lead closure.
Day Seven: (Assessment….Oral)
Objective: Student will generate a proposal or plan for the room
complete with estimates.
Objective: Students will report their plan
Students will present their project. Class will discuss and challenge
and work cooperatively discussing the matter at hand. Reporting
teams will turn in packet with their plan in it.
Day Eight: (Assessment….Oral)
Objective: Student will generate a proposal or plan for the room
complete with estimates.
Objective: Students will report their plan
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Students will present their project. Class will discuss and challenge
and work cooperatively discussing the matter at hand. Reporting
teams will turn in packet with their plan in it.
Day Nine: (Assessment….Test…Vote)
Objective: Student will score higher on the posttest than he/she
did on the pre-test.
Objective: Student will post in his/her new room packet
Student will take a posttest.
Teacher returns plans, and students post them to the wall.
Teacher leads a discussion on how to vote for the best. For example
students must evaluate the content not just who did it or how
pretty it is.
Using sticky notes students vote on the best plan.
Day Ten: (Assessment….Posted)
Objective: Student will generate an advertisement for their plan
in one sentence.
Objective: Student will rewrite a computer-generated piece
Review yesterday’s vote. Teacher continues discussion on
who is winning and why. Students reevaluate their presentation
and change anything they think is slowing their progress. Those
who are winning must create a one-sentence statement that captures
their whole plan. Teacher gives tips and where to find research
on this.
Day Eleven: (Assessment…..Winner)
Objective: Students will use proper etiquette
Objective: Students will evaluate what he/she learned
Administrators, teachers, and community will be invited to evaluate
the top five winners voted on by students and select the winning
proposal.
Teacher will discuss proper etiquette.
Students will respond to the decision.
Teacher lead discussion on how we will implement the proposal.
Notes:
Please note I teach sixth grade creative writing at the Marietta
Sixth Grade Academy in Marietta, Georgia. This is an exploratory
class mostly comprised of on grade level writers and above. I
have a few special education and gifted students. If you have
any questions or would like a copy of the packet you may reach
me at:
vhufstetler@marietta-city.k-12.ga.us
Bibliography:
Harwell, S H., & Blank, W. E. (2001). Promising Practices
for Contextual Learning.
Texas: CCI Publishing, Inc.
Parnell, Dale ((2001). Contextual Teaching Works! Texas;
Cord.
(1997) Performance Standards Vol.2 Middle School Pittsburgh:
Hartcourt Brace.
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