Category Archives: B. Anchored Instruction Symposium

The Jasper materials were created to provide a set of motivating problems for students and further provide a context for students to integrate knowledge from many subject areas such as science, history, English and mathematics (Cognition and Technology Group at Vanderbilt, 1992).  The Jasper series attempts to tackle a large problem that is still at the core of education today and a part of many educators’ pedagogy: create independent thinkers and not just students that are able to follow a set of procedures to solve basic arithmetic problems.  The CTGV (1992) found that most students were able to answer basic questions that were posed to them, but were not effective at breaking down larger questions into smaller, more manageable sub questions.  As an educator in an environment where inquiry and cross curricular projects are encouraged (and to some degree required), the problems the Jasper series address are important; Many of us are familiar with the changes to the British Columbia curriculum and how we are not just relying on students to know content but also curricular competencies as well (how they are doing it).  With the rapidly changing environment in both our students’ lives and also the professional workplace, it is important to create graduates that are able to make informed decisions with the information they are given (Prado & Gravoso, 2011).

Contemporary video that are made to supplement instruction take on another approach that I don’t think are directly related to anchored instruction.  Khan Academy tackles the issue of convenience and allows educators to flip the classroom.  The lessons are very well designed, but again provide more of a traditional work-through example as opposed to students learning through inquiry.  This is not to discount the effectiveness of this resource as students can use it as a primary source, or as a supplementary source to clarify topics they may not fully understand.  Crash Course tackles the issue of engagement and also caters to our desire for information in a condensed way.  I have seen many Crash Course videos (and often times is my first choice if I need a ‘Crash Course’ on a particular topic).  The content is very condensed and is not anchored in any real-world problem that the student needs to solve but is rather a synopsis of a topic in an engaging and humorous way.

Prado, M., & Gravoso, R. (03/01/2011). The asia-pacific education researcher: Improving high school students’ statistical reasoning skills: A case of applying anchored instruction College of Education, De La Salle University

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design. Educational Technology Research and Development, 40(1), 65-80. Retrieved from

According to the Cognition and Technology Group at Vanderbilt, the anchored approach to instructional design is “situated in engaging, problem rich environments that allow sustained exploration by students and teachers” (1992a). From this, the Jasper video series was developed with the intention of creating generative activities and cooperative learning situations for students to engage in authentic, real life problem solving opportunities that incorporate knowledge from cross curricular areas. One of the key takeaways from the Jasper series, and other similarly based authentic tasks, is the importance of student learning taking place within the context of a meaningful environment, rather than targeting learning within skill and knowledge development in isolation. The Vanderbilt Cognitive and Technology Group states that in terms of generative learning, students should be challenged to engage in argumentation and reflection as they access and apply their existing knowledge when confronted with alternate points of view (1992a).

The Jasper series of videos address the requirement of authenticity by presenting problems and opportunities that mimic those encountered by experts in similar fields of work, and the students engage with the same types of content and knowledge that these experts apply as tools within their work. This involves links to different areas of the curriculum that supports the integration of knowledge. An important aspect that differentiates the Jasper series from other contemporary learning videos (i.e. Khan Academy, Crash Course, and BBC Classroom Clips) is the incorporation of cooperative learning within group settings that allow for collaboration as a function of communities of inquiry to discuss, explain, and learn through interaction with peers. While the other contemporary learning videos are more passive in nature, as they provide a delivery of information and content without opportunities for active engagement or problem solving, the Jasper series moves groups of students into developing self generated information as a product of collaborative opportunities that are built into the structure of the videos.

Mathematics teaching has traditionally followed a linear form of instruction that involves an emphasis on skill drills and repetitive technique practice that requires students to progress through their learning path without adequate consideration to personalized and individualized learning styles. The Jasper series approaches the learning of Mathematical content, as one example, in a more active format by promoting cross curricular connections that allow for hands-on, collaborative learning. It was interesting to note that the results of the research conducted by the Vanderbilt Cognition and Technology Group reported that students demonstrated an improved attitude towards Mathematics after participating in the Jasper series, and that they viewed Mathematics as being more useful and practical in everyday contexts (1992b). However, several students held negative attitudes towards the assessment portions of the Jasper series, and this required a fundamental rethinking of the approaches to student assessment (1992b). Following this, the research of Shyu (2000) reveals that students in Taiwan also reported a positive impact on their learning and attitudes towards mathematics, and that students responded favourably to the incorporation of situated learning theory and multimedia video technology through participation in the Jasper series. The success of developing student problem solving abilities, and the opportunities for collaborative, generative learning were regarded as having an impact on all students, regardless of their previous achievement in mathematics and science (Shyu 2000). Despite appearing to be somewhat dated by our 21^st century technological standards, the Jasper series, and the incorporation of anchored instruction, clearly have significant benefits to student learning and achievement that continue to be highly relevant and applicable within our current classroom environments.

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.

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.

Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.

Anchored instruction remains a fascinating subject which employs the strength of integrating problem solving with instruction to improve student success, interest, and achievement when it comes to working with complex real-world problems. These problem-rich environments allow students to engage in learning through exploration of complex problems and ideas (Cognition and Technology Group at Vanderbilt [CTGV], 1992a). As shown by Shyu (2000), elementary students in Taiwan demonstrated increased interest, attitudes towards math, and achievement in problem-solving assessments. With such correlations using video-based anchored instruction, it would be interesting to discover the effects of increased interaction on students using more sophisticated technology such as videogame-style anchored instruction. Contrary to the effects seen in Taiwan, Park & Park (2012) discovered that the freedom of anchored instruction may leave students to develop incorrect knowledge when solving engineering problems. It stands to reason that the careful and deliberate implementation of anchored instruction at certain areas in education may be required to extract the most positive impact for students.

The Anchored Instructional approach suggests that “instructional goals for mathematics and science need to be quite different from the ones illustrated by typical test items that focus primarily on component skills” (CTGV 1992a). Are the effects of the Anchored Instruction studies a result of students using previous and classically taught ‘component skills’ in a new and more integrated approach? Would students who worked with Anchored Instruction from the beginning of their education have the same achievement and results? It would be very interesting to see how this approach works for the long-term benefit of children.

I believe that we have many tools at our disposal to bring Anchored Instruction into modern instruction. Rather than replacing current models of instruction, the supplementation of such models can help to bring students and teachers enrichment in both instruction and learning. A gradual implementation would be needed as such resources are assuredly difficult to construct, and deliver in a meaningful way.

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.

Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18.

Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.

The Jasper series was designed in response to a large majority of students lacking in independent and critical thinking skills, as well as the motivation to learn and apply concepts to the real world. The goal of the Jasper series was to create a shared learning context where students would be challenged in a “realistic problem-rich setting”, learning the when, why and how of procedures, concepts and skills (Cognition & Technology Group at Vanderbilt, 1992a). The intent behind the design of this TELE was to provide an area for meaningful STEM exploration, building collective understanding between teachers and students, as they developed problem-solving skills in an authentic setting. I agree that this is a problem worth pursuing still today, as students have easy access to information on their phones and tablets, and are rarely challenged to reflect on their learning and engage critically with authentic problems. The Cognition & Technology Group at Vanderbilt (1992a) outlined the issue in more depth, elaborating on the necessity of developing “subskills” while using the Jasper series. To authentically tackle any problem, students need to develop a bank of skills and strategies from which they can apply their critical thinking to solve a complex problem, while being able to apply the tools of technology rather than having the technology answer the problem for them.

In the studies I read that attempted to integrate the Jasper series into their instruction, motivation and improved attitude towards STEM were byproducts of using the Jasper series (Hickey et al, 2001; Shyu, H., 2000). I found this interesting, but not surprising. Having access to technology at their fingertips, it would seem realistic for students to lose interest in the memorization of materials and concepts that didn’t relate to their lives. However, through the studies, results showed significant increase in motivation and positive attitude towards when anchored instruction and technology were fused together successfully. In Taiwan, several Grade 5 classes successfully implemented a video-based series, Encore’s Vacation, which resulted in improved motivation and academic achievement (Shyu, H., 2000). Encore’s Vacation is similar to the Jasper series, in that it provides visuals and audio accompaniment of a realistic problem, as well as diagrams, a storyline, and the ability to adjust the speed of the video. All these factors enable anchored instruction, with the complexities of authentic problem solving placed within a context students can grasp and opportunities for differentiation through extension or simplification as needed.

Unfortunately, in North America, there does not appear to be programs already set up for teachers as neatly and readily as the Jasper series or Encore’s Vacation. Khan Academy may provide audio and visual for the explanation of diagrams, however it does not teach subskills or place the learning in a context for problem-solving – it simply informs the student of how to solve a problem, and does not include them learning the when or why. Similarly, BBC Learn Classroom Clips only provide videos from which to listen passively, rather than question, reflect and collaborate to solve a genuine problem.

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.

Hickey, D.T., Moore, A. L. & Pellegrin, J.W. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38(3), 611-652.

Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.

There were a number of key points that the pedagogical theory of Anchored Instruction can be apply to the constructivist theory of learning.  First “the math adventures may offer other opportunities for interdisciplinary connections.” (Cognition and Technology Group at Vanderbilt 1992b).To develop a student’s curiosity about the world around us core subjects should not be taught in isolation. Rather they need to be weaved and combined to present the students with the rich tapestry that real world situations present in everyday life. This leads into “Problem complexity- no single answer, real world problems, first adventure is 15 interrelated challenges with multiple solutions.”(Cognition and Technology Group at Vanderbilt 1992b) As in our everyday life answers are not clear cut and require the ability to navigate multiple paths and display flexibility and adaptive strategies when solving problems.

Secondly “Video based presentation-moving images, access poor readers or ESL, dynamic images help students imagine the problem”(Cognition and Technology Group at Vanderbilt 1992b). While the Jasper project seems dated by our present standards the basic premise that delivering knowledge to students and promoting critical thinking skills does not need to be a text based delivery system is innovative.  Visual representation of problems, especially in a dynamic moving form is a multimodal approach that will reach a much broader spectrum in the class.  Digital literacy helps level the playing field between with students who do not excel at traditional modes of delivery. This also connects with the generative learning format of the videos.  Students are asking questions, rather than just answering questions, reflecting on their experience and gaining critical thinking skills in the process.  

Finally from the two other readings I did I believe that collaboration  “Our findings indicate that, in the absence of instruction, some students will interact with their peers in ways that promote exploration of the problem space and its solution.”(Vye, Goldman,Voss,.; Hmelo, Williams, 1997) plays a key role in anchored instruction as well as constructivism.  As does intrinsic motivation through peer interaction “In work with teachers we consistently find that the opportunity to teach their peers is highly motivating and develops a strong learning community among the teachers.”(Biswas, Schwartz & Bransford 2001).  The Jasper series was a truly innovative way of looking at how to apply knowledge, hypothesis, carry out theories and form conclusions using technology as the vehicle.

References

Biswas, G. Schwartz, D. Bransford, J. & The Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology support for complex problem solving: From SAD environments to AI. In K.D. Forbus and P.J. Feltovich (Eds.)Smart Machines in Education: The Coming Revolution in Education Technology. AAAI/MIT Press, Menlo, Park, CA. [Retrieved October 22, 2012

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.

Vye, Nancy J.; Goldman, Susan R.; Voss, James F.; Hmelo, Cindy; Williams, Susan (1997). Complex mathematical problem solving by individuals and dyads

The Jasper Series is a technology-enhanced learning project based on Anchored Instruction. In which instruction is “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers.” The designers were responding to research indicating that students “do extremely poorly when faced with situations that require them to generate the relevant subproblems and figure out what data are needed to satisfy the subgoals that they generate on their own” (Cognition and Technology Group at Vanderbilt, 1992a). While students can calculate numbers in isolated situations, they are relatively weaker at understanding how to apply these abilities within problem-solving contexts. The series of videos provides a guiding framework and presents “meaningful problems for students to solve that capture the intricacies of real-world mathematical problem solving” (Vye et al., 1997). Students explore information in interdisciplinary contexts, generate solutions collaboratively and critically reflect on their existing conceptions. This approach significantly differs from traditional direct instruction methods and recognizes “that the course of learning is not a simple process of accretion, but involves progressive consideration of alternative perspectives and the resolution of anomalies” (Confrey, 1990).

I think that many of the current video-based supports that exist for math are essentially virtual lectures and typically focus on procedural understanding. Many Khan Academy lessons demonstrate how to carry out calculations using a variety of operations and algorithms. One website that uses video in a somewhat similar way to the Jasper Series is called When Math Happens – 3 Act Math (https://whenmathhappens.com/3-act-math/). Like the Jasper Series, students generate an understanding of the sub-problems and the relevant information collaboratively. In each problem, three short video clips provide a real-world engaging context and helps to guide student thinking. The first video provides a visual context for a real-word problem. The second video scaffolds students’ generation of knowledge about sub-problems which they will need to solve the larger problem. The last video provides feedback for the student so they can evaluate their solutions. Some problems provide a “sequel” so students can extend their thinking. The technology serves to create a context which guides, motivates, and provides feedback for students. Student can repeatedly explore the videos for relevant information and visual clues help support their decisions regarding how to use the information.

Anchored Instruction connects to my understanding of Problem-based Learning. This year my class started a school snack cart to raise money to purchase technology. The math required to run the store provided content for PBL instruction in class. The kids had to figure out how to balance inventory, calculate profit margins, make decisions about which products to buy, etc.  We used Excel Online to work with the secretaries to manage the account. They used iPads to compare prices, record sales, evaluate nutritional information, etc. One thing I have come to understand while teaching with a PBL design is the significant PCK required to differentiate the experience for all learners when engaging in real-world explorations. The experience was great for many students, but it became complex very quickly. Some kids became lost due to “the intricacies of real-world mathematical problem solving” (Vye et al., 1997). Inclusion of all students depended on the anticipation of the math concepts that arise throughout the experience. I found this significantly more difficult than when I was selecting the content to introduce. Technology definitely helps, in this case digital pictures and video, because the students can access the problem through visuals instead of text. It also supported by reducing demands on memory. Many kids would take pictures of objects relevant to the problem and, through apps like Explain Everything, connect their mathematical thinking to the pictures.   

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design. Educational Technology Research and Development, 40(1), 65-80. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/30219998

Confrey, J. (1990). A review of the research on student conceptions in mathematics, science, and programming. Review of research in education, 16, 3-56.

Vye, Nancy J.; Goldman, Susan R.; Voss, James F.; Hmelo, Cindy; Williams, Susan (1997). Complex mathematical problem solving by individuals and dyads. Cognition and Instruction, 15(4), 435-450.

When it comes to visible thinking routines and the integration of technology, Jasper provides many opportunities for students to find success. Within a constructivist approach, Jasper sets students up for success by providing a framework that is student centered. Looking at the work of the Jasper Project based out of Vanderbilt University, there is much research and reporting regarding this method of constructivist teaching. Through Anchored instruction educators use video narratives or stories, which provides a specific context, that aim to motivate and engage students during the learning process. Evidence suggests that when students are presented with anchored videos that are interesting, realistic, and require active involvement that opportunities for deep-thinking occur. Projects similar to Jasper situate learning in a real-world context, these videos provide both the what, how, and why.

According to Hasselbring, et. al, in Technology-Supported Math Instruction for Students with Disabilities, “Students with math difficulty can be successful in attaining high levels of fluency in mathematical operations with the appropriate assistance of technology; however, this assistance must go beyond simple drill and practice if students have not stored the problem and the associated answer in long-term memory.” Therefore, when considering current technologies and software for math such as Mathletics, it is necessary that a balanced approach be taken into consideration. The three types of knowledge, declarative, procedural, and conceptual, as Hasselbring, et. al reference, will only come to life when a solid foundation of declarative and procedural understanding are in place. Anchored instruction provides this real-world scenario where students are motivated and compete to solve the answers. As well, it provides opportunities for students to expand their thinking skills and ask further questions. Inquiry-based approaches to learning also allow for this teaching and learning to occur, and videos such as Jasper make it possible for students to engage in exciting opportunities of learning.

Therefore, within a TPC framework, “Instead of having teachers “transmit” information that students “receive,” these theorists emphasize the importance of having students become actively involved in the construction of knowledge.” (292) Anchored instruction again provides students chances to engage in activities that are meaningful.

However, as technology within the last few years have become more accessible for students to use within the classroom, as well as the ability to easily create such videos, how often does this practice come into fruition? Especially when we consider a differentiated approach to teaching, to meet students with all ability levels. Within elementary schools where teachers are expected to teach all subjects, should there be more emphasis on specialist teachers in math and science to ensure that best practice is possible? What role does administration play in supporting teachers who aim to integrate intricately woven concepts that provide chances for students to extend their thinking through narratives in anchored instruction? For myself, I believe that students will always rise to meet a challenge when given the opportunity. Meaningful action is possible when students are engaged and motivated.

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.

Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005). Technology-supported math instruction for students with disabilities: Two decades of research and development.

Kose, Sacit. Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal 3 (2): 283-293, 2008

Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69

As a high school math teacher, I was excited to read about the Jasper series and think about how it could have been implemented today. Although the concept of TPCK did not exist back in the 1980s when the series was first introduced, it was clear that teachers that wished to teach using the series had to have had experience working, and teaching with technology (needed to know how to use a video, and teach students how to learn from it). If the same series was used today, I can imagine that students would have been able to view, or construct the problem in a multitude of ways:

1.Video, or VR simulations – When Rescue at Boone’s Meadow was first introduced, the problem was given through video, with the Cognition and Technology Group at Vanderbilt (1992) suggesting that the video based format increases motivation, and allows the videos to be searched much more easily. One can imagine that such a scenario be delivered using modern day simulation technology like VR that could allow students to live through the problems. One can also imagine being able to simulate their solution through virtual reality. Although this technology is still undeveloped, we are pretty close to seeing VR entering the educational realm in full force.

The concept of teaching with video is widespread in today’s education system, especially for mathematics. Many YouTube channels, such as the Khan Academy, offer a variety of mathematical tutorials, and lessons that students utilize in order to learn concepts independently from school. As a teacher though, I believe that if one were to utilize videos effectively, one would often have to rely on videos produced by other teachers, as the time and resources required to create a video of high quality is often too much for a single teacher. As a result of that, the instructor must always adapt their teaching style or methods around what is seen in the video.  This is not a tremendous issue, but when teachers use videos, they are often placed in more of a facilitator role, as opposed to being more direct with their teaching. Although this is encouraged in many modern research, indirect teaching may be resisted by certain students.

2. Online discussion of solutions – Rescue at Boone’s Meadow was introduced before the internet era, and as a result, discussions around solutions would take place synchronously in a classroom across a couple of periods. However, in today’s internet age, one could imagine online resources in playing a large role in influencing students development of a solution. Just like a video game, students across the country could pick apart, and dissect the situation faced by Jasper in the scenario, and naturally, multiple feasible rescue methods are likely to be found on the internet. If students were resourceful and found these solutions online and used them to develop their own solutions, how should teachers assess for student learning?

In terms of modern mathematical tools such as CTC math, IXL, etc. I believe that many of these tools seem to oppose anchored instruction, and the more popular these tools get, the farther we deviate from the design principles discussed by the Cognition and Technology group at Vanderbilt.  Tools like IXL have their place on mathematics education in that they offer students an excellent resource to practice skills that can learn through repetition (for example, arithmetic, algebra, equation solving), but they often offer very one dimensional ways of delivering information. Anchored instruction relies on linkage across curriculum and student independence in formulating their own problems and solving them, whereas online tools such as IXL do the opposite, they create all the problems for the students to solve.

It would appear part of having a strong base of TPCK is knowing when to utilize technology, and understanding what the benefits are consequences are when we adopt a new software for the classroom. We can introduce students to IXL and Mathletics and encourage students to work on problems, but sometimes it takes time away from giving students situations like Rescue at Boone’s Meadow, where a large emphasis is on discussion and generative problem solving. An expert will need to properly balance both teaching activities in the classroom.

Barron, L., Bransford, J., Goin, L., Goldman, E., Goldman, S., Hasselbring, T., … & Vye, N. (1993). The Jasper experiment: using video to furnish real-world problem-solving contexts. Arithmetic Teacher, 40(8), 474-479.

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

The Jasper Videos were designed to create an anchored instruction tool with the goal being “the development of the Jasper series emphasize the importance of helping students – all students – learn to become independent thinkers and learners rather than simply become able to perform basic computations and retrieve simple knowledge facts.” (Springer, 1992, p. 66) I believe this to be a very valid and important goal and the findings from the Biswas e. al. (2012) paper found initially that transfer of the problem solving skills was fragile and added the component of Adventure Player that “(Crews et al. 1997) show that it facilitates initial learning and leads to more flexible transfer.” (Biswas et al. 2012, p. 19) A paper by Gunbas (2014) shows a number of studies that confirmed that student understanding and ability to transfer the skills developed in a problem solving context was greater using a TELE.

When you consider contemporary videos such as Kahn Academy do not support these same goals in design as they are designed in a more flipped classroom style. Here a student would go and preview maybe before a teacher taught a skill or return for extra direct instruction on a specific skill they are struggling with. Fosnot (2005) describes a constructivist classroom as having four main principles that include: prior knowledge, focus on concept, challenge student’s ideas, and apply new ideas to similar situations. In a Kahn academy lesson they are all focused on concept acquisition. While the Jasper Videos require students to use concepts, the challenge their ideas to solve a unique problem that is anchored in a real-life scenario and then are followed up with a similar scenario to see if the ability to apply lessons learned from first video do transfer to the second video.

References:
Biswas, G. Schwartz, D. Bransford, J. & The Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology support for complex problem solving: From SAD environments to AI. In K.D.

Forbus and P.J. Feltovich (Eds.)Smart Machines in Education: The Coming Revolution in Education Technology. AAAI/MIT Press, Menlo, Park, CA. [Retrieved October 22, 2012, from: http://www.vuse.vanderbilt.edu/~biswas/Research/ile/papers/sad01/sad01.html

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design. Educational Technology Research and Development, 40(1), 65-80. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/30219998

Fosnot, C.T. (2005). Constructivism: Theory, perspectives, and practice. (2nd Edition) Teachers College Press

Gunbas, N. (2015). Students’ mathematics word problem‐solving achievement in a computer‐based story. Journal of Computer Assisted Learning, 31(1), 78-95. doi:10.1111/jcal.12067

A great example of anchored instruction is in the Jasper series videos. Anchored instruction, also known as instructional design, includes engaging and problem rich environments that allow learners to understand the how, why and when to use different concepts and strategies (Cognition and Technology Group at Vanderbilt, 1992). This is exactly the direction the new BC curriculum is heading; collaborative, inquiry-based learning. However, for the Jasper series to be used effectively, depends on the teaching model used. Basics first, structured problem solving or guided generation.

What the Jasper series does by using videos, is it allows students to put real world problem solving skills to the test. I know for a fact that many teachers, including myself, are stuck on the basics first model instruction. This is where the teacher finds the need to implicitly teach a certain concept before allowing the students to run free with the problem being presented to them. Cognition and Technology Group at Vanderbilt (1992) are arguing against this and says it defeats the anchored instruction model. They are more aligned with the structured problem solving and guided generation practices. In the structured problem solving theory, students are given possible outcomes to a problem. They have to determine which one is correct, which eventually eliminates student errors. The ideal theory, according to Cognition and Technology Group at Vanderbilt (1992), is guided generation. The teacher acts more of a facilitator while the students are the leaders and asking themselves questions in a collaborative environment.

Something that the Jasper series allows students to see, is the complexity of real-world problems.  A misconception that students face, is that everyday problems don’t involve a simple step to solve it (Cognition and Technology Group at Vanderbilt, 1992). If teachers are stuck doing the basics first model, then students might not understand how to solve real-world problems.

What happens if learners are reluctant to work in group settings? What if they get frustrated? According to McCombs and Pope’s (1994) discussion on hard to reach students; the learning environment needs to include instructional practices that allow students to see real world experiences by using their minds (as cited in Hickey, Moore & Pellegrino, 2001). The Jasper series is a perfect example that showcases just that. There’s very limited reading involved too, just watching and listening. This might motivate some students as well.

Assessment? How does a teacher effectively assess their students who use the Jasper series? Ongoing formative assessment is key according to Gersten, Chard, Jayanthi, Baker, Morphy and Flojo, 2009. It can be in the form of written or verbal feedback which will help students be accountable and engaged in their learning.

I have used Khan Academy with my math group before and have heard about Mathletics, although you have to purchase the latter and therefore have not used it. What I liked about Khan Academy, is that students can complete missions. Missions are tailored math programs depending on their ability. At our school, we platoon for math and I had the ‘low’ ability group. I thought Khan Academy would capture their interest, but it was anything but. My students didn’t want to watch math videos, collect badges or take the time to learn themselves. They wanted direct instruction. I thought this was strange since they were using school iPads to complete their work and it was a self-pace program. This is not like the Jasper series in that the students were working in groups, but rather alone. I wonder if they would be more engaged if they completed the missions in partners or in groups? Would collaborative learning work better in this case? What if the range of math abilities is so wide in class, such as in mine? Would collaborative work be more beneficial to the students or using the basics first model so they know the multiplication chart before they work on the problem?

Another pitfall I had with Khan Academy, is the assessment portion. I was able to see on the teacher’s account what they completed, but there was no online quizzes or feedback other than calling each student up to my desk and showing them how they were doing in each lesson. I would have appreciated a quicker assessment model with this program, but in the end I cancelled it since my students didn’t’ want to do it anymore.

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

Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242.

Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference?. American Educational Research Journal, 38(3), 611-652.