Content

In the classroom setting of the employment preparation program, content comprises the materials and knowledge of the setting. Knowledge is often related to the students' experiences, as in the vocabulary and fractions activities, but there is a dictated structure and approach to the activities that is rooted more in schooling experiences than life experiences. Three mornings per week were devoted to subject–based, academic skills, such as spelling, vocabulary, grammar, reading, math, and computers. The fourth morning focused on employability skills, such as health and safety issues, employee rights, and applying for a job. The students were divided into two groups based on their reading and writing levels, which were defined by their competencies in reading and writing skills, such as writing complete sentences, using a dictionary to edit, and reading for understanding and comprehension (Ontario Literacy Coalition, 2000). The lower level group encompassed LBS levels 1+ and 2, and the higher–level group was defined by literacy skills at LBS 2+ and 3. LBS levels 1–5 parallel literacy skill requirements in Grades 1–10; therefore, LBS level 2 is parallel to Grades 3–4, and LBS level 3 is parallel to Grades 5–6, etc. Tom, Martha, Nadine, Rouda, and Maritza were in the lower level group along with three other students. Hannah, Marion, and Nadine were three of the eight students in the higher–level group.

Both classroom instructors relied on a variety of instructional materials that focused mostly on the development of literacy skills and tasks. These materials included commercial workbooks (like the vocabulary development activity) and reading books, their own hand–printed or computer–printed worksheets (like the fractions activity), the coffee shop curriculum that was developed by program instructors, and authentic materials like forms, newspapers, and flyers. Occasionally, materials or tools that were not print–based were also used. For example, Fran used a variety of kitchen tools to help explain her lesson on fractions.

Context

The context of the classroom comprises both physical and non–physical elements. The physical elements can be found in a description of the class space, its furnishings, décor, books, and tools. The non–physical elements are the values, norms, and culture that are apparent in the setting. These are described based on the level of importance that students and instructors assign to various classroom activities.