Reflection on Anchored Instruction
The Anchored Instruction approach appears to be an eclectic amalgam of the best features of Situated Cognition, Problem-Based Learning Environments, and Goal Based Scenarios. Anchored Instruction is described as “situated in engaging, problem-rich environments that allow sustained exploration by students and teachers. In the process, they come to understand why, when, and how to use various concepts and strategies.” Once again, as in past models, there is an emphasis on helping students to become “independent thinkers and learners rather than simply become able to perform basic computations and retrieve simple knowledge facts.”
In similar manner as Situated Cognition, I am enamored by the idea of “creating apprenticeships composed of authentic tasks.” What a change would be made in our typical math and science classes, if we were to infuse some authenticity! Subject matter, as is, tends to be inert and irrelevant to real life situations, and most of the approaches we have been studying are directed toward this problem.
In fact, there’s really little not to like about the Anchored Instruction approach. The format is video-based, narrative with realistic problems, generative, embedded data design, challenging in the level of problem complexity, introduces transferable problem-solving skills, and links across the curriculum. What else can a math or science teacher ask for?
I find it highly encouraging that the National Council of Teachers of Mathematics has made suggestions for changes in classroom activities, such as “more emphasis on complex, open-minded problem solving, communication, and reasoning…more connections from mathematics to other subjects, and to the world outside the classroom…and more use of calculators and…computer-based tools.” Anchored Instruction capitalizes on these recommendations in an innovative manner, I think, highly desirable for today’s classroom or for e-learning.
Just as Anchored Instruction is reminiscent of other approaches, so will be my reservations. The time taken to create adventures such as the ones described would be exorbitant, and as long as they were created and published on videodisk, they would probably be ideal. Since this class is more about e-learning than about classroom environments, publishing adventures online would be a wonderful way to convey the adventures. Then, also, is the concern that students learn the curriculum prescribed by the State Board of Education. If, however, this approach follows the guidelines of the NCTM, I think it reasonable to assume that the State Board would be satisfied.
Once again, Elluminate and Skype would be excellent ways for groups to collaborate, but after seeing the video I am linking to this post, I think that problems could arise when students are not located in the same geographic location. Second Life has not been mentioned so far, and that could prove to be an excellent means for collaboration.
It appears also to be of enormous benefit to those with reading disabilities. I particularly like the emphasis on the use of video disk for that reason, plus the other reasons given in our readings:
It allows students to develop pattern recognition skills
Allows students to more easily form rich mental models of the problem situations, and
Random-access capabilities: allows teachers to almost instantly access information for discussion.
I also like the fact that material is embedded in the video, making it possible for students to review the video while generating solutions to the problems posed. I also like its emphasis on linking to other subjects and giving students practice in addressing complex problems using open-ended thinking, which they’ll need in the real world.
All in all, I think that a creative team of Flash and Java developers, or just some creative people with film-making skills, could put together a wicked little curriculum which would not only motivate online students, but enable them to develop the thinking skills needed for the outside world!
http://www.youtube.com/watch?v=xVlsnYwp870
So when you quit your day job to develop Flash, Java and digital videos embedded with higher order, open ended, critical thinking problems to teach science and math curriculum aligned to both the state standards and NCTM guidelines, please let me know! I will buy your DVDs! You'll be the next Bill Nye. :)
ReplyDeleteA wise man (ok it could have been a woman, but I digress) once said, "A trip of a thousand miles begins with a single step!"
ReplyDeleteThanks for posting the link to the youtube video. It provided much more convincing examples than what I imagined when reading the articles - I think it helped that it was video with real people instead of the low quality animation stories I was picturing in my mind.
ReplyDeleteAl,
ReplyDeleteI agree with Hyun-Duck. Video helped me a lot to get a better idea of how to incorporate this model. As you mention, not so very different from other models we have been studying. I keep thinking of how using Prezi might be a good tool for this model. I went looking and didn't find exactly what I was looking for but there are some great Prezis that start to get at this.
Babr
Barb,
ReplyDeleteI hadn't thought of using Prezi for this purpose. That's interesting...I'll have to give that some consideration!
Also, after looking at some sample lessons using AI, it appears not to be quite as difficult as it originally seemed. Some of the samples still required time, equipment and personnel which the average teacher probably doesn't have available, but Hollywood-style filming and directing techniques are unnecessary (but it would still be nice!)
If you have seen my group's most recent project, you'll notice a video done in Xtranormal. I'm convinced that this technology would allow one to create an adventure similar to the ones given in class which would be worthy of an Anchored Instruction project. Might have to look into that!
-Al
I'm glad several of you pointed out the how this model as well as others could be realistically implemented in classroom setting and don't necessarily need to be as lengthy as some of the examples provided. But without these predesigned units, even something as short as a 3-5 day unit would be incredibly time consuming to design and create. As a teacher, I was working directly with children from 7:15 until nearly 3:00. After they left, I would spend about 30min checking student work that I didn't have time for in class and another 30 minutes getting materials organized and set up for the next day. Then it was on to paperwork required by admin: PEPs, IEPs, PBS sheets, Data Walls, PD handouts, etc. etc. Lesson planning was of course done on the weekend, 2-3 hours on Sunday if I wanted to use premade materials, if not I would have to make some which would add couple hours onto that. I guess my point is that without quality materials provided by schools or publishers, adapting or creating materials is a very, very time consuming process. There are some great programs out there fortunately that incorporate many of these great models, I just wish more of them were adopted by schools instead of materials that focus on very isolated directed instruction that many associate with higher test scores. Sorry, that's the end of my rant. :)
ReplyDelete