Basic Skills in Complex Contexts

FIN Commons

CTE EVENT–May 7, 2010

Posted by Monique Williams on March 25, 2010 in Basic Skills in Context, Career Technical Education, Faculty Inquiry Groups (FIG), Uncategorized with No Comments


CTE SAVE THE DATE

Mt. SAC Inquiry Event–April 23, 2010

Posted by Monique Williams on March 25, 2010 in Basic Skills in Context, Career Technical Education, Developing Questions, Facilitating FIGs, Faculty Inquiry Groups (FIG), Learning to Learn, Making Visible, Student Voice, Uncategorized with 1 Comment


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Mt SAC Save the Date

Click here for the Registration Form

Marvin and Raul pairwork

Posted by Sonja Franeta on November 12, 2009 in Basic Skills in Context, Career Technical Education, Integrative Learning, Learning Communities, Learning to Learn, Literacy, Performance Assessment, Student Teams, Student Voice, Think Alouds, Video Evidence with No Comments


An example of contextualized learning, using the think aloud method–student takes time to produce the words he is looking to express. Teacher coaches and other student helps. The student then uses motions in the repetition of recalled expression.
Marvin and Raul pairwork

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Contextualized Teaching & Learning: A Faculty Primer

Posted by Monique Williams on July 20, 2009 in Basic Skills in Context, Career Technical Education with No Comments


Hello Finners,

The Contextualized Teaching & Learning: A Faculty Primer is a document funded by The Chancellor’s Office of the California Community Colleges and produced by The Center for Student Success/RP Group, The Academic Senate for California Community Colleges, Basic Skills Initiative, and Bay Area Work Force Funding Collaborative. FIN Leadership feels all FIN teams will benefit from reading this document. This packet features members of the FIN network and other individuals whose work relates to Inquiries being pursued by FIN. Our Co-director Tom deWit has been featured in this piece on page 45, Myra Snell can be found on page 27 and Allison Tom-Miura on page 35. 

We highly recommend teams peruse the entire document. You may do so by clicking the following excerpt.

The following report offers California community college faculty a closer look at

contextualized teaching and learning (CTL) as a promising set of strategies and practices that can be

expanded through the state’s Basic Skills Initiative. The report is relevant to a range of instructional and

counseling faculty, including academic and career and technical education (CTE), Mathematics, English

and English as a Second Language (ESL) instructors, as well as to basic skills staff and administrators.


The report is organized into three main sections: (1) a case statement for contextualized teaching and

learning that draws on relevant research and learning theory and situates the practice within workforce

development, (2) a review of a range of contextualized teaching and learning practices, told from the faculty/

program director perspective, and (3) a set of considerations for community college faculty and leaders as

well as funders and policy makers interested in the potential of contextualized teaching and learning to

strengthen student success.

 

 

 

 

Brainstorm Opportunity – CTE Looking for questions not answers

Posted by Tamara Glover on May 28, 2009 in Basic Skills in Context, Career Technical Education, Uncategorized with 4 Comments


As we continue to refine our inquiry, we would love some input on coming up with inquiry questions.
The broad category is what role or impact does the programmatic design of a learning community have on student engagement and success?
Programmatic Design –
Does English and math support the CTE courses or do the CTE courses support English and Math?
What role does teacher involvement in program requirements play in the success of the faculty engagement?
How can a program help support faculty in talking openly and safely about teaching style and content choices? Does formal or informal interaction play a part? Does the facilitator matter and what role does the facilitator play?

Please share any examples, experiences or questions that you think might apply to this topic.
Tamara – Fresno City College

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About FIN

The Faculty Inquiry Network’s (FIN) purpose is to support professional development which includes: conducting faculty inquiry; revisiting basic skills assumptions; interpreting and integrating data; accessing student voices; developing students as co-inquirers; making visible; using technology for teaching and learning; creating and supporting new initiatives, curriculum and program development; constructing educational tools using digital media; and hosting dialogue around student and faculty learning.

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