I believe that anchored instruction can be beneficial in a classroom setting. Not only do these programs use technology, but they also have the students working together to solve problems. The problems require the students to use 21st century skills and there are multiple ways to solve many of the problems presented. These programs would get students solving higher level thinking problems in math and science classrooms. As I mentioned in my post about anchored instruction, there a many benefits. However, this should not be the only type of instructional tool that is used in the classroom. I believe that finding a balance and using a variety of teaching tools is the best approach. Not all students would feel successful, and therefore, the teacher must attempt to meet the needs of all the students. I think that a balanced classroom would include individual working time, as well as collaborative group activities. Working together is an important skill in today’s society, but so is the ability to solve problems independently. Students need to learn how to persevere and not quit when a task gets difficult. I think sometimes, when group work is relied on too heavily, students who are struggling hide behind the work of stronger group members. When this happens, it can be difficult for teachers to identify those students who need extra support.

Another consideration is for teachers to allow students to come up with their own problems that need to be solved. Teachers often feel that they need to provide these questions, but it is an important skill that students must learn how to do. Research shows that students become skilled at solving problems, but then do poorly when they have to design and create these problems on their own (Cognition and Technology Group of Vanderbilt, 1992). Once students leave school, they will need to know how to identify problems and solve these either independently or with others. Modelling how to do this type should be made a priority in our daily teaching and classrooms.  

References:

Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.