Jasper Series: Anchored Instruction

The Jasper series emphasizes the importance of helping students. Furthermore the series “affords generative and cooperative learning activities in way that traditional mathematics problem-solving materials do not” (p. 65). The videos encourage students to become independent thinkers and learners rather than just solve basic computational questions. It is emphasized that as educators we need to “help students engage in generative rather than passive learning activities” (p. 67). The article discusses the importance of generative learning which includes having a cooperative learning environment along with a cooperative problem solving setting as this way students can work collaboratively together brainstorming ideas, the students can monitor each other ensuring that everyone is on the right track. The articles discusses the NCTM’s suggestions regarding the emphasis on giving students more open-ended math questions that are related to real world problems where students have to work together and use their critical thinking skills to solve these problems. For students who have learning difficulties and even for new English Language Learners, the Jasper series in appealing as the videos can compensate for reading difficulties and also it provides a great visual (p. 69). “An overall goal of the Jasper series is to establish a community of inquiry that includes students, teachers and other as well” (p. 76). I think it is important to create a community of inquiry that includes students and teachers as students are actively involved in the learning process. The Jasper series falls under a constructivist perspective, in that students have to merge a new experience (the problem to be solved) with existing information. Further the Jasper series allows students to explore and make sense of new information through inquiry based activities. As educators, we would take the facilitator role and guide students. This is powerful for students as they are fully involved in the learning process and are not passive learners, they can work collectively and collaboratively and it requires students to use higher-order thinking skills (applying, analyzing, evaluating).

Thinking about my class and instruction, I try to use similar methods outlined in Hasselbring, Lott & Zydney (2006) article such as the “7-step strategy” for students who have learning difficulties. It would be ideal to actually have the program as students would be able to work through each step independently using a computer program. Rather I use similar strategies and use a graphic organizer to help students work through problems. The article further discusses the effectiveness of using calculators within their classroom during problem solving activities, and this is something that I promote in my class. I find my students are hesitant though to use calculators as they view it as “cheating”. However, they soon realize that the calculator is just a tool to assist them with their mathematical calculations and realize the significance of using it. Additionally, my students enjoy watching Khan Academy videos to help with understanding ideas and concepts they require further explanation and clarification with. They enjoy how visual it is and how clear the instructions are. If they don’t understand a part, they can simply rewind and watch again until they understand it. Even though Khan Academy has isolated videos on certain mathematical strands, and it is not very interactive, many of my students find it highly beneficial as it has helped them “close the gap” and they can see their improvement in their learning. My students have also used IXL math to help reinforce skills and enjoy it as students can collect points for awards so find it highly motivating. What do others use in their classroom?

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

Hasselbring, T.S., Lott, A.C., and Zydney, J.M. (2006). Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development. Washington, DC: CITEd, Center for Implementing Technology in Education