During Spring 2009, the RP Group developed a contextualized teaching and learning (CTL) primer. This primer introduces instructional strategies for teaching basic skills in a context that is meaningful and relevant to students' lives, including career preparation, community service and social justice. The primary audience is practitioners—both instructional and counseling faculty in CTE/occupational education and instructors teaching in Mathematics, English and ESL programs.
In Fall 2009, RP partnered with Career Ladders Project to create three videos (each about five minutes long) that feature students’ perspectives on how contextualized instruction enhances motivation, accelerates learning, increases retention, and builds academic confidence.
What did we learn? Key Findings & Considerations | Streaming Presentation | Powerpoint Slides | Full Report
Contextualized Teaching & Learning Primer
The CTL primer is directed to faculty with little specific knowledge about contextualized learning—particularly related to basic skills. It includes four key components including a case statement and a review of the literature. This first section communicates the requirements for success in the 21st century, the skills gap and the role of the community college in addressing this issue. It defines CTL and the various ways it is implemented and identifies and connects learning theories that support and inform the practice of CTL. Finally, it summarizes what we know about the impact of CTL on student outcomes.
The case statement and literature review set the stage for two additional sections of the primer. Featuring promising CTL instructional practices collected through faculty interviews, these promising practices provide an instructor’s perspective on course/program design, target population and recruitment, assessment of student readiness, pedagogy, outcomes and role of institutions and partners. Practices represent a range of settings including academic, occupational and workforce development programs as well as a continuum of models from stand-alone courses to bridge and academy models.
The final section offers recommendations and considerations for a range of stakeholders
interested in supporting faculty to take a “next step” with contextualized teaching and learning.
Stakeholders include academic, occupational and student services faculty, program directors,
deans, college presidents, policy makers and funders.
Student Perspectives Videos
Short videos offering students' perspectives on CTL effectiveness with a focus on teaching basic skills in a career and technical education context.
Bridge to Biotech Program | City College of San Francisco
Two-semester bridge program integrating basic skills math and English with preparation for employment as Biotech Lab Assistant and/or college-level biotech coursework. Features students’ perspectives on how contextualization accelerates learning, increases retention and builds learners’ academic confidence and motivation
Spanish to English Associate Teacher Certificate Program | Southwestern College
Four-semester model designed for native Spanish speakers that links ESL and child development coursework and prepares learners for Associate Teacher certification and continued education. Highlights how building English skills in the child development context transforms students’ learning process, provokes deeper understanding and increases learners’ educational aspirations
Utilities and Construction Prep Program | Los Angeles Trade-Technical College
Short, intensive training program connecting math, English, construction and job readiness skill development to prepare students for entry into construction/utilities employment and/or advanced coursework; a Career Advancement Academy. Underscores how contextualized instruction helps students recognize that math and English are vital tools for construction/utilities employment and career advancement.
This project is a partnership between the RP Group, the Career Ladders Project, the Basic Skills Initiative (BSI) of the California Community Colleges with support from the Academic Senate of California Community Colleges, the Bay Area Workforce Funders Collaborative, Evelyn and Walter Haas, Jr. Fund, Foundation for California Community Colleges, James Irvine Foundation, S.D. Bechtel, Jr. Fund, Walter S. Johnson Foundation, and William and Flora Hewlett Foundation.
