The Jasper Series is based on the theory of “Anchored Instruction” whereby students are immersed in a story in which they have to solve a problem. “Anchored Instruction” is defined as “an approach within which teaching and learning are focused around the solution of complex problems or anchors” (Pellegrino & Brophy, 2008, p. 181). Meaningful, problem-based learning claims to have a motivating impact on students. Although some math textbooks employ word problems, they have been criticized for actually only providing “computational practice” since they are often presented under Chapter headings, e.g. addition or multiplication, giving students obvious clues and thus really only testing their math abilities not their problem-solving skills (CTGV, 1992b, p. 298).
Instead the Jasper Series provides students with a complex problem via video technology.
In addition to this, students are given access to SMART tools, technologies designed specifically to help solve the problems presented in the videos.
Although the Jasper Series begins with students passively viewing the videos, it quickly becomes an active, collaborative learning experience when they are challenged to solve a specific problem together using the information given in the video.
An important component of the Jasper Series is the Professional Development that is provided to teachers to help them achieve the most out of the technology. The goal of the Jasper Series, according to Pellegrino et al. (2008), is to provide a learning environment that is:
Knowledge-Centred (learning with understanding)
Learner-Centred (building on students’ strengths and prior knowledge)
Assessment-Centred (making student thinking visible through frequent formative assessment)
Community-Centred (connecting students in the classroom and to the outside world)
References
Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315
Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303.