Instructing for Rule Contexts

It's Not Just What; It's Also Where

Teaching Context

Consider these thoughts on the role of context in learning rules. When students learn a new concept, it’s not just what the concept means but also where the concept arises and applies. You can teach to the context, right along with teaching the concept. In fact, you necessarily do. To improve your instruction, be thoughtful about how you use context.

Context Matters

A rule states a relationship between concepts, guiding actions in certain contexts. For a student to learn a rule means not only that the student recalls it but also applies it in the right context. The right rule for the wrong concept leads to wrong results. The wrong rule for the right context does likewise. Students need the right rule in the right context. A key to learning rules is thus to recognize not only the rule’s prescriptions and proscriptions but also its applicable context.

Implicit Contexts

Rules often leave unstated or implicit the context in which they apply. Some rules state the context using the introductory word when, like, When filing a complaint, prepare a summons for the court to issue. But other rules omit the context, as in, A summons must accompany the complaint, leaving students to infer where and when the rule applies, often from limited or inadequate knowledge. Implicit or hidden contexts can frustrate students in their accurate acquisition of knowledge.

Make Context Explicit

You can help students recognize, enumerate, and distinguish contexts. Choose when to disclose contexts, such as initially when introducing the new concept, and when to hide contexts for the students to discern, such as later when students are testing their concept knowledge. Also, vary contexts thoughtfully in your instruction, so that students can see and learn the breadth or narrow range of appropriate contexts. The rule or concept is important. But so are the contexts.