After reading through the multiple perspectives of my classmates in the anchored instruction symposium, it is clear to me that the kids are in fact alright. What I mean to say is that, the interest and level of eagerness to adapt to the needs of our students is very much present. There were a few themes I noticed within the contributions from my classmates:
- Time. Many of the postings shared just how fascinating they found the Jasper series to be and how if they had more time, they would create videos relevant to their own subjects and grades that could be implemented. Many classmates even shared their wicked ideas about what kinds of problems they would assign their students. If this approach of anchored instruction is so effective, perhaps school boards will consider providing opportunities for teachers to explore the approach more and give them time to create some of their own problem-rich resources.
- Real-world context. Many of my classmates agreed that the need for real-world context, especially in the math classroom, is critical. Because math can be such an intangible subject, situating and contextualizing the learning for students is of utmost importance. Vye et al. (1997) found that having strong contexts for students to learn from supported more transfer than more traditional styles of learning.
- Collaboration. Gone are the days of struggling through math problems alone. The idea of working in groups was brought up in multiple postings by my classmates. And if one works in a classroom with students, it’s easy to see why. When the right learning environment is created, students are able to collaborate and problem-solve as a team. They build more than just the math skills, they build the skills of considering others perspectives, of defending their ideas, of actively listening to other positions and vantage points, among so many others.
Overall, the Jasper series and the approach of anchored instruction showed us how interesting and engaging the math classroom can really be. It seems as though my classmates and I are ready to elevate our practices by bringing some of these ideas to life in our own contexts and classrooms.
Reference
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.