Category Archives: B. Anchored Instruction Symposium

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

Anchored Instruction and online programs

What evidence exists regarding anchored instruction? What are some important nuances (differences) of the research that are pertinent to your practice? What further inquiries or questions does the research reported in the articles raise for you (e.g. regarding evaluation, professional development, disabilities and/or the content area you teach or would like to promote etc)? Finally, in what ways might a current technology for math (Eg. Mathletics, CTC Math, IXL, Dragonbox, or others) address in part this question?

Anchored instruction uses technology to construct situational problems that students can work together to collaboratively solve. These problems have multiple solutions and can be examined from multiple perspectives. The goal of the Jasper Series and Encore’s Vacation videos are to create independent thinkers and to create a community of inquiry (Cognition & Technology Group of Vanderbilt, 1999, p. 79). Both of these video programs are “used as an ‘anchor’ or situation for creating a realistic context to make learning motivating, meaningful and useful (Shyu, 2000, p. 58).

According to the articles that I read, there are many benefits for the integration of anchored instruction into classrooms. Both the videos studied, Jasper series and Encore’s Vacation, showed an increase in generative and cooperative learning that traditional problem-solving materials do not (Cognition & Technology Group of Vanderbilt, 1999, p. 65). According to the results of one study, the group that participated in the Jasper series outperformed the group that did not participate in these activities, and the Jasper group displayed less anxiety towards math and improved attitudes (Shyu, 2000, p. 67). Students who view these videos are able to work collaboratively with their peers to solve the real-life problems presented. Instead of students having to sit and listen passively to their teacher explain to the class how to solve problems, they are able to discover ways that make sense to them.

According to the National Center for Education Statistics, as of 2003, only 32% of fourth graders and 29% of eighth graders scored at or above the proficient level in math (as cited in Hasselbring, Lott & Zydney, 2005). That is well below 50% of students in these grades. I know that this is an American statistic and it is from 2003, so I wonder where our students are at for mathematical proficiency. They go even further to say that “there has been little evidence to suggest that mathematics achievement has improved significantly, especially for students with disabilities” (Hasselbring et. al, 2005). Each year students with learning differences in mathematics (or any subject) continue to fall further behind their peers. Our goal as teachers is to find ways to lessen the gap and create opportunities for these students to feel successful, thus improving their confidence. If the researchers are correct in that “[m]ost students with math difficulty, along with those lacking consistent math fact instruction, show a serious problem with respect to the retrieval of elementary number facts” (Hasselbring et. al, 2005), how do teachers help these students overcome these challenges? What programs are readily available to help remediate this problem?

In 2005, Hasselbring and Goin developed an intervention program called FASTT (Fluency and automaticity through systematic Teaching with Technology) that was created to assist students having difficulty mastering their basic facts. The program requires students to spent 10 minutes a day for approximately 100 days. I looked up this program and it is available through Houghton and Mufflin Harcourt. According to their website, “FASTT Math is proven effective both as an intervention for Title I, Special Education, or at-risk students, and as a core program for students learning math facts for the first time” (Research Overview). Does anyone have any experience using this program? I had never heard of it before, but it would be interesting to explore it a bit more.
What I find most interesting is that there are two sides to the debate of learning mathematics. According to some, a deep understanding of math is needed and teachers should not worry about memorization or drills as this causes anxiety for students. Hence, the creation of the anchored instruction tools and videos. On the flip side, some argue that memorization of basic facts is essential for students to be successful in more complex math problems. According to Hasselbring et. al., [m]ore emphasis needs to be placed on developing rapid, effortless, and errorless recall of basic math facts… In contrast, most students with math difficulty, along with those lacking consistent math fact instruction, show a serious problem with respect to the retrieval of elementary number facts (2005). What I take away from all of this is that both areas of math instruction are important and that we need to find a balance in our classrooms, and find ways that work for the students we are currently teaching. A one size fits all math class definitely does not work for everyone.

The current program that I use with my students is Mathletics. It provides students with videos, questions and games on each of the topics that you are covering in class. The games are motivational for the students and allow them to play “live” with their classmates. There is also an option to print off e-books for all of the different topics. Although, this is quite different from the Jasper series, it is highly motivating for the students that I am currently teaching. It allows students to work in their zone of proximal development and it keeps them there, until they have mastered the concepts. They can also see how they are doing on the different topics. However, this program does not offer the topics to be integrated, rather they are isolated topics that they learn one at a time. Does anyone know of a better program that they have had success using with their students? I have not tried Dragonbox or any of the others listed in the question.

References:

Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005). Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development. Retrieved February 04, 2018, from http://www.ldonline.org/article/6291/

Research Overview. (n.d.). Retrieved February 04, 2018, from http://www.hmhco.com/products/fastt-math/research-results.htm

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.

My adventure design

Creating digital video is now more available and more efficient than it was when the Jasper series were initially developed. Briefly, if given the opportunity, what kind of mathematical or science adventure might you design? Why? Pay attention to your underlying assumptions about teaching and learning regarding your design and your definition of technology. How would instruction in this adventure help to address misconceptions in math or science for some students?

If I was given the opportunity to design a mathematical or science adventure, I would ensure that it was tailored for all types of learners and had various skill levels. This is extremely important because if there were not different types of levels, some students would give up (might be too hard/easy). This computer-based design would have a lot of opportunities for learners to:

practice problem solving
there would be a combination of group and individual work
critical thinking skills embedded into the adventure
decision-making
reasoning
trial and error
rewards
learners would be able to monitor their own progress
it would be suitable for all students including those that are ELL, LD, MID
there would be scaffolding in this adventure game
learners would have to build a plan of action
apply current knowledge to build upon new knowledge
it would have some kind of sequence to the adventure so learners can make predictions so they can understand that if they go North, the big monster may end up getting them
it would be interdisciplinary; math, science, socials, etc. rooted into the adventure
there would be a lot of exploration
there would also be an option for learners to use a time-pressured button if they wanted to (not all learners like this so that is why it would be an option)
would allow not just collaboration with peers who are sitting next to them but this adventure game would also allow learners from around the world to learn from one another and figure out problems together

I would design it in this particular way because I feel that it would reach a majority of learners and that is the most important aspect; all learners should be able to play this adventure game and feel confident (i.e. the different levels). It is important that this adventure game be suited for students with learning disabilities because many times, games are not suited for these kids and I would not want anyone to feel left out; everyone has the right to play and learn. I know that many of my students have a fear of math and I was thinking of them when I was writing this. This adventure game would allow students to go at their own pace so they are comfortable at their own level otherwise they will not be learning anything. Learners would be able to explore and if one thing doesn’t work, they would be able to try another. In practical work, learners spend a lot of time and effort on one thing before they understand that it will not work but in computer-based adventure game, those results would be much quicker.

According to the ‘Jasper experiment: using video to furnish real-world problem-solving contexts: The Cognition and Technology Group at Vanderbilt (1993), the results of using the Jasper series was evaluated by implementing it into a number of classrooms for one year; the teachers would administer tests over the materials. Students who were not receiving instruction from the Jasper were also given these tests. The results were that the students who were getting the Jasper series instruction did much better than the students who did not receive it. Moreover, the students who received the Jasper series had a better attitude towards math and liked it better than before.

These results influenced the characteristics of my adventure game as the results were so positive and not only did students learn but their outlook on math was much more optimistic. This design is constructivist in nature and allows students to ask questions and problem solve on their own (or in groups). They are able to develop critical thinking skills and apply them to the real-world.

References:

THE JASPER EXPERIMENT: USING VIDEO TO FURNISH REAL-WORLD PROBLEM-SOLVING CONTEXTS: The Cognition and Technology Group at Vanderbilt University Source: The Arithmetic Teacher, Vol. 40, No. 8 (APRIL 1993), pp. 474-478