MB-Lesson 1B: Anchored Instruction
The Jasper Project & Perspectives on Anchored Instruction
Description
The Jasper Woodbury Problem Solving Series consists of 12 interactive videos for students in grades 5 and up. The “adventures” are video-based instructional activities which are designed to engage students in authentic problem-solving taken from real-world situations. Each video is to be used to make interdisciplinary connections between mathematics with various subject areas including social studies, language arts, and science. The series was created to engage students in mathematical problems and thinking which was inspired by case-based learning, problem-based learning and project-based learning.
Question #1 – What perceived Issue or problem are the Jasper materials responding to? Do you agree that this is an issue or problem? How is this issue addressed in the design of the Jasper Materials?
The Perceived Issue or Problem the Jasper materials are responding to…
The perceived issue or problem that the Jasper materials is responding to is how to enhance learning specifically in math and science through critical thinking, authentic, and cooperative learning situations. It is trying to break away from traditional methods of teaching and presenting mathematical problem solving via anchored instruction.
Do you agree that this is an issue or problem?
Yes, I do agree that this is a problem that needs to be addressed as all educators strive for authentic learning experiences. I personally do find it the hardest to create an engaging environment that promotes sustained exploration in a math class.
The Jasper materials address this issue …
The Jasper series addresses this issue in their design of the materials through videos that use anchored instruction where students “come to understand why, when, and how to use various concepts and strategies” (CTGV, 1990). The materials create a macrocontext that provides opportunities for teachers and students from diverse backgrounds to communicate and learn through collaboration. The series is also specifically designed to “provide a motivating and realistic context for problem posing, problem solving, and reasoning” (CTGV, 1992).
Question #2 – What is the theoretical framework underpinning the development of the Jasper series? What kind of teaching and learning activities do the materials support and what is the role of technology? In your view, what are the potential cognitive and social affordances of the technology; in other words, how does the technology enhance learning and collaboration?
Theoretical Framework – Anchored Instruction
The theoretical framework of the Jasper series “affords generative and cooperative learning activities in a way that traditional mathematics problem-solving materials do not.” (CTGV, 1992b). The Jasper series incorporates collaboration in a student and community-centered environment. The main goal of the video-based Jasper series is to encourage students to become independent thinkers and learners via Anchored Instruction. It is not only focused on math but is also focused in the areas of science, history and literature. The series was created to have students develop component skills (i.e. computation with whole numbers) in a meaningful problem-posing and problem-solving environment. (CTGV, 1992b).
Anchored Instruction is described as “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers. In the process they come to understand why, when and how to use various concepts and strategies” (CTGV, 1992a). It is an Inquiry-based Cognitive Theory designed with Activity Theory and Constructivist elements such as collaboration and communities of practice in mind to ‘make thinking visible’ (CTGV, 1992a).
The Anchored Instruction learning theory affords students from diverse backgrounds to learn collectively by engaging in active learning activities that simulate realistic contexts in a way that traditional learning activities do not.
To extend and build their knowledge base and explore possibilities, students should be participating in discussions, collaboration and reflections in relation to their existing knowledge and looking at alternate points of view – generative learning (CTGV, 1992b).
My Impressions
My first impressions of the Jasper series as a TELE are that in theory it is successful. It tries to bring problems from the real world into the classroom. The project is trying to create authentic learning and develop meaningful problem solving activities for students. It shows the potential video-based learning has by actively engaging students through critical thinking and collaborative learning. However, many questions come to mind…
Questions as an Instructor:
- How much pre-learning is involved before students are able to solve the problems presented in the Jasper series?
- How much guidance and support will students need during each adventure?
- How much time should be allotted to solve each adventure?
- Are the real-world situations presented in the Jasper series relevant to my students’ lives? i.e. flying in an ultra-light plane
Questions as a Designer:
- Are video-based instructional activities truly changing how teachers teach? How the curriculum is being presented?
- Are the problems proposed in each adventure effectively promoting authentic learning?
- Are the problems proposed in each adventure effectively promoting collaborative learning?
- What should the pacing be for the information presented in each video? Is there enough time allotted for students to “digest” the information?
- Is there too little or too much information embedded in order for the students to successfully solve the problems?
- How will teachers be supported when using the series?
References