Module 4 – Instructional Techniques
Contextual Instruction
Brain research indicates that we learn best when we have a purpose for learning and when the skills or knowledge can be quickly applied in daily life.¹ Adult literacy instructors work to contextualize instruction – assisting learners to see real-world applications or purposes for their learning.
There are many different ways to approach contextualized instruction. Instructors can think of contextualization as simply the examples they use to illustrate concepts in class, the topic used for a single lesson, or the theme around which all instruction will revolve for several weeks. Learners should be involved in the planning process – their needs and interests point the way to the appropriate contexts for teaching and learning.
Consider the task of shopping for groceries.
- What skills do you use to accomplish this task? Does it require reading? Writing? Math?
- Does this task require you to solve problems? Make decisions? Communicate?
- Would any of these skills be considered useful elsewhere in your life (e.g., the workplace)?
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On your worksheet, make some notes about contextualizing instruction. Then list some areas of study, topics, themes, or problems that might provide strong contexts for your learning. |
The next four sections examine various ways in which instructors can approach contextualizing instruction. Our discussion will only brush the surface, to bring the issue to your attention, and provide you with resources for further study.
Click "Next" below or a specific topic on the outline to the left to continue.
