The Jasper series is a pedagogical method designed to get students thinking, problem-solving and collaborating. It is rooted in anchored instruction, a technique described by the Cognition and Technology Group at Vanderbilt (1992) as being “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers” (p. 65). After watching a series of videos, students are tasked with solving a problem in a realistic context. Working alongside their classmates and teacher, they come up with solutions that might work for the problem they were given. There are three models for teaching the Jasper series in the classroom setting outlined by the Cognition and Technology Group at Vanderbilt (1992):
- The basics first approach. This model requires students to refine their basic skills in the areas that they will need to solve the problems they will encounter within the series. This method, to me, seems the least engaging for students, but the most comfortable for educators. This means students will all approach the problem in a similar way because they will have been taught the basics in a similar way. There will be less opportunity for creativity. That said, students will likely have more confidence in their approach, meaning they might require less teacher guidance.
- The structured problem solving approach. This model teaches the basics alongside the series. The reasoning behind this is to motivate students to learn the basics so that they may solve the problems they are given by the series. In my opinion, this method opens the door for more creative and collaborative problem-solving as there is opportunity to try things out before being told by the teacher what to do. Having the skills taught simultaneously will still maintain a level of confidence for students and provide them with a safety net when they aren’t sure what to do next.
- The guided generation approach. This model really allows students to explore their own problem-solving as teachers very much take a backseat. There are very few restrictions to this approach and “the ultimate goal is to remove as many scaffolds as possible” (Cognition and Technology Group at Vanderbilt, 1992, p. 77). As someone who has tried out a similar approach in the classroom, this kind of teaching usually leaves students feeling uncomfortable because it is not what they are used to. That said, with an open mind, students are often able to be the most collaborative and creative through this kind of model.
Overall, this series reminds me a lot of the Building Thinking Classrooms methodology from Peter Liljedahl, a method I use in my math classroom all the time. As an educator, I appreciate the resilience building that these types of pedagogical approaches allow for. Allow space for my students to be comfortable to struggle and problem-solve are key in their development as critical thinkers.
Reference
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.