1. Learning and teaching activities should be designed around an “anchor” which should be some sort of question, case study or problem situation.
2. Curriculum materials should allow exploration by the learner (e.g., interactive videodisc programs, Blogs, Wikis, and WebQuests). (Bransford, 1990)
The Adventures of Jasper Woodbury is an example of anchored instruction that has been used in reading, language arts, and mathematics in various grades. Since classrooms are different from the natural learning environments, it is imperative to make sure the learner is able to view knowledge, and education as fairly applicable to real world scenarios. By giving the students a story, and a mission to accomplish, the Jasper adventures engage students in their quest for knowledge. The videodisc is generally a 17-minute video voyage that ends in a multifaceted challenge. The lessons are designed like a first-class detective story where all the data necessary to solve the escapade (plus additional data that are not relevant to the solution) are embedded in the story. One of the Jasper series includes a module that focuses on complex trip planning; it is called Journey to Cedar Creek, http://peabody.vanderbilt.edu/projects/funded/jasper/preview/JCCPreview.html.
In my opinion, Anchored instruction offers a solid foundation for technology based learning. Instructors must be proactive and forward thinking by including the Internet, various technologies, and new software applications in the learning process. When an anchor or story is added into the curriculum, the student is able to use problem-solving skills and focus on the task required in the educational activity. Internet use in classrooms, are enhanced by web-based communications such as, Blogs, Wikis, and WebQuests which can provide interaction and active engagement for both online, and face-to-face classes. The bonuses to the students and teachers include an interactive knowledge base, exploration, transfer of skills, and practice using new technologies.
The Just-in-Time (JiTT) Blogging approach provides an anchor, which instructors use as preclass assignments to gauge students understanding of course concepts. The following questions provide the anchor, which employs the student in the pursuit of knowledge. Higdon and Topaz (2009), state that the JiTT methodology involves three basic steps:
1. Prior to class students briefly respond to the following questions:
What is the most difficult part of the material we will be discussing the next class?
What is the most interesting aspect of this material? How is it relevant to you and/or your career?
2. The instructor scans the responses and uses a public rubric for grading.
3. The instructor uses the information to adjust the class time accordingly in order to focus on the interests, and issues which the student’s raised in their responses.
Web 2.0 technologies enable student participation in the preclass journaling activities, by using a combination of social software tools, namely Blogs (e.g., blogger.com), Wikis (e.g., pbwiki.com) and RSS syndication (e.g., rss-to-javascript.com), a technology that enables blog entries from multiple sources to be aggregated into a single digital location. Technology is amazing! By using the right tools and software, we can interact with students, and devise a great learning experience. Here are some the basic steps:
Students can create a blog on blogger.com or any public blogging site, and email the instructor the blog’s RSS feed or link.
Instructors create the wiki.
Instructors syndicate all of the student’s information into the wiki.
Students send in their blogs by the predetermined deadline date.
Instructors scan and grade the student submissions. The wiki provides an automatic update so the instructor does not have to visit each blog.
WebQuests are another example of an exciting learning challenge that supports the use of an anchor or storyline. WebQuests are inquiry-based activities that compel students to use web-based resources and tools which transform their learning into understanding of real-world projects. A WebQuest consists of an introduction which sets the stage of the project. The task must be doable and motivating. The instructor should have a set of information resources available to the students. Also there ought to be a clear process in place with guidance and organizational frameworks. The conclusion should provide reflection of the learning process and give closure to the project. Here are a few links which provide guidance on WebQuests:
http://www.eduscapes.com/sessions/travel/define.htm
http://www.teachersfirst.com/summer/webquest/quest-a.shtml
http://www.kathimitchell.com/quests.htm
In our current class, Using the Internet in the Classroom, Dr. Judy Lambert has bestowed the class a wealth of information, and provided us with hands on experience using an assortment of technologies and software. We have familiarity with Wikis, Blogs, Podcasting, Web 2.0, Gaming, Simulations, VR, etc. Anchored instruction appears to have been the base of this technologically fascinating experience. In my opinion, the groundwork of Anchored instruction was incorporated in this class because each module had a topic, subject, question, or anchor which was the focus of exploration.
A constructive learning environment is evident when instructors properly use the Internet in the classroom. A learner-centered atmosphere takes into consideration the learners wants, needs, and desires. Knowledge-centered environments include disciplinary content as well as factual transfer of knowledge. Ongoing formative feedback and opportunities for students to make suggestions gives the journey an assessment-centered aura. The entire occurrence is community-centered because students have prospect to work together, to discover together, and to build relationships by using this fresh knowledge outside of the classroom. In conclusion, the anchors and exploration of technology in the classroom provides a holistic and positive space for all to enjoy the journey of scholarship.
References:
Bransford, J. (1990). Anchored Instruction. Retrieved from class wiki.
Higdon, J., & Topaz, C. (2009). Blogs and Wikis as Instructional Tools. College Teaching, 57(2), 105-109. Retrieved March 16, 2009.
3 comments:
There's a lot of good information in here and I learned a lot. I like the idea of using the Jasper Adventures to teach students. That's something I'd like to do for ESL students and the ALI because in one of the ALI labs, we have to watch a video and then answer questions on it. The videos are from the 90s and horridly outdated. I did hear that they were going to update them, but I wonder if it's a cost issue, a time issue, or a combination of the two.
You have included an immense amount of knowledge about anchored instruction and gave me a lot of great ideas on how to use it. I found this very interesting and think it would be very helpful for other educators to read. I have never heard of the Jasper adventures but it sounds interesting. Great post.
Juenethia, you clearly summarized Anchored Instruction and provided some excellent examples of how this theory could be applied in any learning situation. As in other theories, I think teacher inherently understand the importance of this theory even in younger grades where they use a lot of theme-based learning. These themes, whether is is apples, frogs, weather, or spring offer students a place to go back to that grounds or anchors what they are learning. Great job!
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