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Reflections on Anchored Instruction Posts/Discussion

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After reading through the myriad of posts in the Anchored Instruction portion of module B several themes seemed to stand out. When discussing the Jasper Series videos the value of this type of teaching and learning was evident. My peers spoke to the abstract thinking that is an outcome of learning. In addition, the positive learning that occurs through collaboration, having an authentic purpose for learning, engaging students, a student centered and constructivist approach and scaffolded problem solving were all hilighted.

On the other hand, many also alluded to the possible drawbacks to using this style of teaching/learning. The lack of teacher understanding of how to use the videos effectively surfaced, as well as the problems with lack of technology training for educators, which may leave them at a disadvantage when attempting to incorporate anchored instruction using these videos or technology in general.Several peers also mentioned that these videoes were a bit outdated and that newer technology(ies) could provide the same type of anchored instruction. Virtual reality was suggested, as well as videos that are even more interactive and open-ended.

It was interesting to read that several peers were attempting to integrate anchored instruction in their own classrooms but tailoring it to meet both their own needs and the needs of their students. I think seeing the videos provided some with a springboard which they could then use to change or start to change their math program. If nothing else, the videos provided a new way to look at math instruction and although there would be a learning curve before fully integrating this type of instruction in a classroom, many felt that anchored instruction and using videos would be a valuable component of a student centered classroom.

I still have questions about evaluation/assessment as well as how to properly scaffold group work and collaboration. I believe in constructivist teaching/learning but I also understand that it is not a linear way to teach and learn and it takes a lot of work and flexibility in approach. This may not be comfortable for some educators and having a mentor to help them through developing a classroom with anchored instruction components would be beneficial.

Initial Reflections on the Jasper Series

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Before reading the article about Jasper anchored instruction, I explored the videos just to get a feel for what this series entailed.  I also wanted to get my initial impressions without having much background. The first thing that struck me was that they were posed as challenges, which I believe would be engaging to students. Then I noticed that they were real-life explorations and I reflected that they would foster rich discussion amongst students. These problems or “situations” would allow students to test out, hypothesize, work and rework as they problem solved. It would be messy but rewarding. They may require some facilitation along the way or a sounding board, but the problem solving would be student centered.

Some questions I had after watching the videos were:

  1. Would it be possible to have the students conduct some of these situations in real-life? (as an adjunct to the videos)
  2. What background in mathematical terminology would the students require?
  3. Could the students competently solve these problems without some prior math knowledge in the area of exploration (rate, capacity, range, temperature, etc.)
  4. What software or platform was used to create and share the videos?

After reflecting on the videos I read the essential article, ” The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design Cognition and Technology”. I was happy to see that many of my reflections correlated with the article.

Within the situational videos basic skills are important, but students develop them in the context of meaningful problem posing and problem-solving activities rather than as isolated “targets” of instruction. (    )students must learn to identify and define issues and problems on their own rather than simply respond to problems that others have posed. I also found it interesting that the videos naturally encourage cooperative learning in which students have opportunities to discuss and explain which can assist in solidifying understanding. It is also interestingly noted that working in these cooperative groups allows the students to monitor one another and thus keep one another on track. This would definitely allow the teacher to take on a facilitation role more naturally.

The videos align with the goals of the NCTM as well. These include an emphasis on complex, open-ended problem solving, communication, and reasoning. In addition, connecting mathematics to other subjects and to the world outside the classroom is encouraged. The Jasper videos seem to fit the bill.

Within the article it explains that educators allow the students as much time and room to work on these problems without teacher interaction. Some may see this as foolhardy and may contest that certain skill sets need to be taught before complex problem solving can occur. The Jasper Experiment believes that engaging students in real-world problems that are inherently interesting and important helps students understand why it is important to learn various sub skills and when they are useful. The Jasper adventures are purposely created to reflect the complexity of real world problems.

Within the article it is also noted that Jasper developers are continuing to work with teachers in order to collect “scaffolding” or “guidance” information to include  with the videos. So although the goal of anchored instruction is situated in engaging, problem-rich environments that allow sustained exploration by students and teachers, some purposeful scaffolding and guidance can assist the problem solving process in some situations.

The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design Cognition and Technology Group at Vanderbilt Educational Technology Research and Development Vol. 40, No. 1 (1992), pp. 65-80

 

Video Cases- My Reflections

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The collection of videos I watched in Module A reflected current successes and concerns around the use of technology in math and science classrooms. Although they highlighted the underlying issues with the integration of technology into the math and science classrooms they also showed the light at the end of this tunnel.

The issues seemed to correlate with my thoughts as I unpacked some of my own assumptions. Access to computer labs as well as time came up several times within the videos. In addition, the lack of training or perceived lack of competence using technology to teach was revealed when the new teacher said she felt that she wanted to incorporate technology in her teaching, but that she felt pressured due to time constraints and the fact that she felt that she didn’t have enough prior knowledge of the technology to teach it properly. She also felt unprepared to troubleshoot in the moment, which seemed to make her fearful of trying to incorporate the technology.  Considering student issues with technology, interestingly one of the students videoed reflected on the graphing calculator and although she used it because she said it saved time and she was “lazy”, she also relayed the fact that she felt that it disguised her mathematical problem solving and that she preferred pencil and paper to work out her math problem, at least initially.

I also noticed that technology was viewed as a “time” saver in some ways, and in another way was used for project based work, which tended to take more time and be more in depth. I think this was based on how the technology was used, whether for solving a specific problem or creating a presentation. This was just a reflection.

Another theme I noticed was that the technology used seemed to be limited to a few “tried and true” uses. This is not an underlying issue, just a reflection I made as I watched the videos. I think with technology often educators become familiar with a specific set of technology uses or presentation tools and stick with them. They also share these with other educators and so these get used more and more. One example of this would be the overuse (in my view) of PowerPoint when there are many more varied options available to present information in the same way.  Again, this is probably due to time and training.

On the positive side technology was being used in many of the classrooms. From Powerpoint to podcasting, internet researching, animated GIFs, Flash presentations, graphic calculators to problem solve, videotaping creative dramatic science representations, soundscapes, etc. Both educators and students found it engaging and it helped to promote teamwork and partnered problem solving. In addition, pencil and paper was not thrown out the window but was seamlessly incorporated as part of the learning process, technology working alongside this. Different student learning needs were met with the variety of ways they could both access learning and present their understandings.

In considering a response to some of the underlying issues I chose to focus on using the resources available to the best of their capabilities. New teachers should be mentored and supported through being teamed up with more seasoned educators and then allowed to use technology in their teaching with guidance and supports. In addition, educators should be given time to share technology tools at staff meetings or division meetings. Students should also be utilized as an important resource when integrating technology in your teaching. Often the students are able to figure out how to use the technology, or already know how to use it and can show the teacher. Teachers need to bring the technology in, even if they are feeling a bit unsure. Even if the educator can wrap there head around one new technology tool, it may promote them to use it and to slowly integrate technology into their classroom.

In summation, I think it is important that technology is providing for differentiation. Students are not only bound to textbooks and written work, but are able to act, produce, reflect, create, problem solve, hypothesize, cooperate and present using technology as a tool. This is important and is providing for a deeper and more engaging learning experience for many.  I look forward to reading your reflections.