Interest-Based & Contextualized Instruction

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Easier to work with a novel that you have enjoyed reading. The novel should have a strong, fast paced plot and ... A Walk to Remember by Nicholas Sparks.
Presented by Shari Brown, M.A.

 Interests refer to a student’s likes, preferences,

favorites, etc.  Student’s assets include a student’s abilities, skills,

strengths, capabilities, etc.

Discussion of ways to get to know your students’ interests and assets…

 Observe your students  Talk to your students

 Ask your students to share  Watch what you say, how you say it, and what you do in the classroom  Employ a variety of teaching strategies  Opening letter  Student survey

 Journaling  Truth Statements

 Think aloud  Exit Slips

Dr. James Comer

Independent Activity

Answers the “Why are we learning this?” question and gives meaning to learning. AND Connects what we teach to our students’ lives in their real world roles as family members, employees, and community members.

 John Dewey (1859-1952) stressed experiential

modes of learning, theorizing that learning results as we strive to make sense of our experiences.  William James (1880) believed that teachers

should have their students put new knowledge to immediate use in order to build useful systems of association.

 David Kolb (1983) believes that most students do not fit

neatly into one category of learning styles. Almost all students can learn by and benefit from all four experiences (thinking, feeling, doing, and watching).  Thomas Sticht (1990’s) proposed that persistence and

attendance would be markedly improved if programs could provide education directly linked to job training objectives. Sticht suggested that students who cannot link instruction to some direct outcome of significance to their lives are less likely to persist in the adult education program.

Seven principles that form the framework for contextual education  1. Purpose Principle

 2. Building Principle  3. Application Principle  4. Problem-Solving Principle

 5. Teamwork Principle  6. Discovery Principle

 7. Connection Principle

 Students are so much more academically engaged when

they know the reason why they are learning something.  More engagement results in improved attendance, better

persistence, and increased transition to post secondary education and employment.

Five core teaching principles

Relate E xperience

A pply

Cooperate

Transfer

 Increases student knowledge retention  Increases student motivation

 Views learning as a team effort between the teacher

and the learner, encouraging student persistence  Makes learning the learner’s responsibility

Focus on four questions  What do we want students to know?

 Why do they need to know it?  How will we know they know it?  How will they learn it?

Group Activity

Example and Activity

REACT

 Collective reading  





experience Supportive reading experience Access to the idea of development (theme, plot, characters) Opportunity to share your own enthusiasm for a text The text itself is the supporting structure for the lessons

 Makes it easier to

adequately cover all topics and subject areas  Enables instructor to

better utilize time by combining the time allowed for each subject

 May be limited depending on what is available and what

funding you have  Easier to work with a novel that you have enjoyed reading

 The novel should have a strong, fast paced plot and

interesting, well delineated, memorable characters  Impossible to create enthusiasm in your students when

teaching a novel you found dull and uninteresting

 Choose a novel that is part of a theme or integrated unit that

captivates your students imagination and explores human conditions

 Choose interesting novels for your students: consider age,

reading level and abilities, gender, and interest

 Make sure students can identify with the emotions of the

characters so that they can learn how others deal with situations and problems that might be similar to their own experiences

 Borrow books from the library to read, before making a final

choice

 Night by Ellie Weisel  Speak by Laurie Halse Anderson  To Kill a Mockingbird by Harper Lee

 Tuck Everlasting by Natalie Babbitt  Where the Heart Is by Billie Letts  The Outsiders by S. E. Hinton

 Walking Across Egypt by Clyde Edgerton  A Walk to Remember by Nicholas Sparks  Because of Winn-Dixie by Kate DiCamillo

 Twenty and Ten by Claire Huchet Bishop

 Break the novel down into natural segments  Read chapter by chapter taking notes on new

vocabulary and discussion questions  Plan around no more than two main objectives per segment  Plan for assessment opportunities  Consider the students in your class and how to support them

 Help students with cultural background

 Stimulate interest in the story  Develop guideline questions and vocabulary  Teach literary elements: characters, setting, time,

problem, events, solution  Align the novel with a Universal Theme  Prediction activities based on the cover/title

 Word searches  Crossword puzzles  Vocabulary sketches  Sentences: Fill in the blank  Flash Cards  Dictionary Definitions/Sentences

         

 

understand the plot Character studies understand difficult vocabulary/word study activities understand style and language Sequencing activities Role play Re-writing an extract in a different form or from a different point of view develop effective reading skills Note taking skills Creative Writing/Open Ended questions will allow students to predict outcomes, make comparisons and contrasts, and draw inferences Journal writing Supplementary lessons and resources (articles, books, research, speakers, movies)

 Reader Response Journals  Writer responds to something of importance to them that they have

read  Students will bring to their writing life experiences and knowledge

 Dialogue Journals  A conversation in written form between the student and teacher  Less threatening because they are merely responding to the teacher, the

chore of coming up with something on which to write is eliminated  The student will take cues from the teacher’s spelling and form, thus improving their skills without realizing it  Adult learners feel less threatened and more open to creative expression  Self Esteem Journals  Boosts the self image of the writer  Students are given confidence or self esteem prompts and asked to

respond to them  Example: What does it mean to “Let your light shine through?”

 Enable students to develop writing skills in a

nonthreatening gradeless environment  Allow students to make mistakes and learn as they

complete more assignments  Act as a diary of students’ growth as writers and

thinkers, and often students can learn a great deal about themselves just by looking over their past work

 help students to interpret the text  help students to understand narrative point of view  provide follow-up writing activities  provide follow-up fluency practice

 Link with a movie  Comparison between movie and novel

 Novels with the same theme or topic

 Book Clubs  Art and Drama Activities  Oral Book Reports

 Novels by the same author  Discuss writing style, theme, and similarities and

differences

GED Subject Area

Activities and Lessons

Writing

Poetry, Essays, Journaling, Poster Presentations, Note taking

Math

Vitruvian Man, Ratios/Proportions, graphs/charts, measurement, percents

Science

Scientific Method, Flower Dissection, Nutrition, Plant Life

Social Studies

History of Women’s Rights/Women Suffrage , Art History

Reading

Poetry, Maya Angelou, Vocabulary (prefixes/suffixes/root words), Literary elements

Parenting

Body Image, Rape, Sex Education, Relationships, Mentors, Friendship, Bullying, Communication with children

GED Subject Area

Lessons and Activities

Writing

Reports, Essays, Journaling, Note taking

Math

1932 living prices compared to now (fractions, decimals, percents, tables, graphing)

Science

Farming , Nutrition, Animal Science

Social Studies

Great Depression, Stock Market Crash, Franklin D. Roosevelt and the New Deal

Reading

Whole class novel reading, Poetry, Research, Vocabulary, Literary Elements

Parenting

Social Inequality, Racism, Peer Pressure, Discipline techniques, Formal and Informal Education, Relationships

Constraints

Solutions

Someone has already read it

Rereading can be positive if there is progression (involve, extend, and stimulate students)

Absences/Missed Parts

Recap (a necessary device anyway), but use other students to do this as well as yourself

Trying to cover too much

Look at progression and be selective

Students reading aloud badly

Each student can have their own text to read along, help each other, find alternatives to “round robin” reading

Could spend too long on it

Make sure objectives determine the length of the unit

Students may read ahead

 In small groups read

Grandfather’s Journey by Allen Say  Come up with ideas for an integrated lesson plan  Record on chart paper  Report back to the group

 www.teachertimesavers.com  www.suidoo.com/teachingnovels 

 Contextually Mediated Practices, FIPP  Contextualized Instruction, ABSPD, Appalachian

University  Michigan Adult Education and Professional Development Project (2009)