Module 4 – Instructional Techniques
Contextual Instruction
Work-based Learning
For adult learners currently working or seeking employment, the workplace may serve as an excellent basis for contextualizing instruction. Work-based learning uses common work-related situations, real workplace problems, or actual workplace materials to frame the instruction and practice of literacy skills. Learners may practice reading comprehension using the employee handbook or hazardous materials statements. Mathematics skills may be incorporated into inventory control practices, cash register use, or calculations for laying carpet. Learners can write step-by-step directions, create resumes or type shift reports. Each of these activities builds literacy skills within the context of job-related tasks.
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“Each student is given a package of information that has to do with a fictitious restaurant that's going under. And they are employed by a fictitious CEO to investigate the restaurant... 'I'm hiring you to be in charge of this restaurant, and the restaurant's having serious problems. I'm giving you fifteen hundred dollars to start with, and I expect you to figure out, basically, what the problem with the restaurant is, and what some possible solutions are, and then pick some of those solutions and work [up a budget]'.”1 |
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“Perimeter and area didn’t make sense to me so we talked about the farm – you know, work - and the difference between putting up fencing and spreading manure. The same field, you know, but two very different things.” |
Take a moment to consider the implications of work-based learning for the instruction of adult literacy learners.
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On your worksheet, record your initial thoughts about work-based learning. |
Instructors planning to implement work-based learning can become familiar with the range of jobs available in the community, as well as work-related materials and situations likely to arise. Instructors can visit job sites, shadow workers, and even interview employees to gain information to assist with instruction. Often employers will contribute sample workplace materials for use in classes. Instructors may also include job-searching activities in work-based instruction.
Listed below is a real-life adult education scenario. While you are reading, consider the needs and interests of the learner. How has the instructor capitalized on the learner’s workplace focus? What might the instructor do next?
Real-Life Scenario – Edwin’s Job Search:
Edwin has been unemployed for six months and is focused on finding a job. His instructor, Saul, has suggested integrating Edwin’s math and reading study into tasks related to finding a job. They go online and find a number of articles on preparing for interviews. Edwin brings job applications to class to fill out, and Saul helps him calculate the minimum wages that will allow Edwin to pay his bills once he is off unemployment. Saul is pleased to see how much Edwin’s reading skills have improved in this process. In time, all this hard work pays off. Edwin does get a job, but the pay is minimal – he wants to move up quickly or find a better job soon. Saul wants to support him in this effort and help other students prepare for employment.
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On your worksheet, record your thoughts on the current needs and concerns of the learner. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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If applicable, I have students bring in materials from their job site – not just those they work with now, but materials for the next position up. In order to advance they need to know the tasks and skills necessary to do the next job, too.
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I like to give students job-related math word problems and then let them work in pairs or groups to find the answers. They learn different ways to approach the problem, and practice team skills too.
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I now have a job center in our classroom centered around a table and a bulletin board. Our job center has books, newspapers, job pamphlets, resume samples, folders, job applications, etc. Nearby is the computer. This is where students compose their resumes and write their cover letters.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- For many, the ultimate goal of literacy study is employment: to get a job, keep a job, or get a better job. Work-based instruction capitalizes on this common interest - making literacy skills learning and practice relevant via workplace examples, materials, and situations.
- Adult literacy instructors wishing to contextualize instruction with workplace examples may need to research local employers, make site visits, interview employees, and request specific materials to aid instruction.
- Adult learners may have extensive experience in a variety of work situations. Instructors should draw on this expertise and encourage learners to share examples and make their own connections to skills they are learning.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
1 Captured Wisdom™ on Adult Literacy – The Restaurant Problem: http://www.ncrtec.org/pd/cw/rest/start_t.htm