The Jasper series is a collection of narrative adventures. It looks like each video introduces students to a scenario: relevant background information is presented and then students must solve a problem connected to the narrative. The problems require multiple steps to be solved and are generally open.
First Impressions
- For some reason, I thought that Jasper was done as homework: Maybe because that’s how I’m watching the Jasper videos, I was a bit overwhelmed and wondered how students would be solving the complex problems without help. As I write this, I realize that my experience with video instruction are through independent learning (e.g., Khan Academy, Crash Course). I’ve rarely seen this form of instruction in a classroom.
- The only times I’ve heard of a video that encourages students to solve a problem are the TED-Ed math puzzles and through EDpuzzle and H5P. The TED-Ed math puzzles present an interesting scenario and then encourage the viewer to pause the video and then solve. The rest of the video will provide a solution. H5P allows users to create interactive videos. You can insert links or quizzes within a video. EDpuzzle takes things further. You can crop videos and insert questions. Until learners submit their responses to questions, they are locked at that specific point. As well, the teacher can review what students submitted and view how many times a student has reviewed a specific segment
- That was a lot of words: Since I only saw clips from Jasper, I don’t know if there was anything before the narrative I watched. Regardless, I think there will be challenges for English Language Learners given how fast the video can move and all the new vocabulary that each clip contains.
Questions about Jasper’s implementation
Pedagogically, I think Jasper can work really well because it contextualizes math. The questions are complex so learners apply multiple skills and connect with multiple concepts. The assessments can be rich. Peer collaboration can be leveraged to ensure students work in their zone of proximal development. However, I wonder how Jasper is applied in classrooms given the challenges that can arise:
- What happens before/after a Jasper video? I’d like to know how Jasper is initially framed to the class and how students’ perception of math are addressed.
- What scaffolding is needed for the Jasper videos? In the video clips I saw, many concepts were required to solve the problem. Are these broken down with the students? How is readiness addressed in these classrooms?
- As I write this, I think I’ve answered my own question. I would approach this the way I would always approach a more student centred activity: with facilitation. Guiding questions and intervention as needed. Check in with the students to see how their plans are going and converse about the math and problem solving approach.
Jasper’s similarities to other activities
I think Jasper is interesting. It’s a nice way to introduce problem based learning in a math class. It reminds me of the math trail I’ve done in teacher’s college. The math trail I experienced involved a walk in Downtown Toronto. There was one question about estimating the radius of the fountain. This required estimation as the fountain had a lip and we didn’t walk into the fountain. These questions are definitely fun because of the context and it’s nice to apply the math as well.
When I think of my reductionist thinking, I often discredit the fun aspect of the context. Sometimes I see the context as a layer of complexity that is too difficult. However, this is not the case. The context can be helpful and it situates learning. I think along my math learning, I have forgotten the fun of math and see it as computation. Losing sight of the pedagogy content knowledge connections, math became a computational subject that’s only connection the “real world” was as a prerequisite course.
I like that Jasper reminds me of the fun in math and that math is everywhere. Math is about the logic, problem solving, and critical thinking. Math is about numeracy and applications in the everyday. Math can be fun and math involves rigour and discipline. These aspects of the content knowledge need to be communicated to students through varied and meaningful assessment.