Explain how two examples of Rafe Esquith's teaching methods apply the concept of situated cognition.

Although situated cognition has recently come to the forefront of educational lingo, its inherent concept has long been understood by quality educators. The most efficient, natural, and long-term way to acquire knowledge is by immersing ourselves in a related real-life activity, within the culture or context of the data/skill we wish to learn. Better yet, perform such learning in a shared activity with other people or an expert, and the learning will happen naturally through a social context.  For example, you could read a textbook about a foreign language, but unless you practice speaking the language with others who are fluent, you will never acquire the correct pronunciations, diction, or cultural uses of the language.
The effectiveness of situated learning is central to Rafe Esquith’s teaching philosophy and practices, which he demonstrates in his books There Are No Shortcuts, Teach Like Your Hair’s on Fire, and Real Talk for Real Teachers: Advice for Teachers from Rookies to Veterans.  One example of Esquith’s application of situated cognition can be seen in his advice to teachers to "Teach your students that all great books are about them. At all levels of school, we teachers must constantly read with the kids and help them connect the dots between the printed page and their own lives." In Esquith’s classroom, students aren’t reading in isolation, but with an expert who can guide their exploration of the content, ideas, themes, and all the implications therein.  Note that they aren’t focused merely on the content itself, but relating it to their own prior knowledge and their lives through meaningful activities and discussions. Among other benefits, exploring literature beyond the words on the page helps Esquith attain one of the important results of situated cognition, which he says is to “make sure your students know the most valuable things you can teach them are not a part of the Common Core: Integrity, a joy of learning, and the taking of risks.”
A second example of situated cognition in action is Esquith’s teaching of Shakespeare.  He does not merely have his students read a play. They learn all about it, study it, make costumes, memorize lines, practice their acting, and put on performances of the play for the public. They are the Hobart Shakespeareans.  Students are able to bring their background knowledge to the stage, whether is is singing, playing an instrument, creating art, etc. They aren’t just reading literature; together, they are constructing meaning of the language and culture of Shakespeare, of public speaking, music, art, math, history, communication, and all the soft skills that go with Esquith’s motto: “Be nice.  Work hard.”
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