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Yeng Lee Chang, Lynnea West, Sam Wilken, Tracy Thomas Wilson

ANCHORED INSTRUCTION

HOW???

Anchored instruction answers the age-old question...

With an ANCHOR: an authentic, reality-based situation, problem

or adventure

WHY??

WHY DO I NEED TO KNOW THIS STUFF?

Constructivist

Students create meaningful learning by working together on problems and constructing their own knowledge.

  • Authentic facts
  • Realistic tasks
  • Story told through video
  • Necessary information included in materials
  • Learning environment that invites student investment
  • GeoThentic
  • The Young Sherlock Project
  • The Adventures of Jasper Woodbury
  • The Voyage of the Mimi
  • Dora the Explorer

What good is knowledge

unless it can be applied spontaneously

to new situations and problems?

  • Similar to Problem-based Learning, but no outside research is required
  • Similar to situated learning, but uses constructed situations rather than apprenticeships

Learners should be able

to employ knowledge as a problem-solving tool...

  • Learners take on a role within a specific context
  • Learners must question, collaborate, to solve problem

INERT KNOWLEDGE

WHO?

JOHN BRANSFORD

&

The Cognitive Technology Group

@Vanderbilt

1984-2003

IMPLICATIONS

IMPACT

Tech Integration

FUTURE

History = video

Future = unlimited

  • interactive maps
  • gaming
  • social media
  • collaborative tools
  • Increased online instruction
  • More flipped classrooms
  • Emphasis on critical thinking and problem solving
  • Importance of multiple perspectives
  • Questions that lead to innovative solutions

In Anchored Instruction,

knowledge is:

  • Learner-centered
  • Authentic
  • Transferable
  • Collaborative
  • Engaging
  • Enhanced by tech

https://magic.piktochart.com/output/837394-flow-2

Barab, S., Hay, K., & Duffy, T. (1998). Grounded Constructions and How Technology Can Help. TechTrends, (March). Retrieved from http://www.springerlink.com/index/12G625770866715T.pdf

Barron, L. (1992). THE JASPER EXPERIMENT-AN EXPLORATION OF ISSUES IN LEARNING AND INSTRUCTIONAL-DESIGN. ETR&D- …. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:The+Jasper+Experiment+:+An+Exploration+of+Issues+in+Learning+and+Instructional+Design#3

Bransford, J. (1993). The Jasper Series: Theoretical foundations and data on problem solving and transfer.

Crews, T. R., Biswas, G., Goldman, S., & Bransford, J. (1997). Anchored interactive learning environments. International Journal of Artificial Intelligence in Education (IJAIED), 8, 142-178.

Foster, C . (2004). Anchored Instruction. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved November 20, 2013, from http://www.etc.edu.cn/eet/eet/articles/anchoredinstruc/start.htm

Kariuki, M., & Duran, M. (2004). Using anchored instruction to teach preservice teachers to integrate technology in the curriculum. Journal of Technology and Teacher Education, 12(3), 431-445.

Langone, J., Malone, D. M., & Clinton, G. N. (1999). The Effects of Technology-Enhanced Anchored Instruction on the Knowledge of Preservice Special Educators. Teacher Education and Special Education, 22, 85–96.

The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10. Retrieved from http://www.jstor.org/stable/1177136

The PT3 Group at Vanderbilt. (2003). Three AMIGO3s: Using “Anchored modular inquiry” to help prepare future teachers. Educational Technology Research and Development, 51(1), 105–123. doi:10.1007/BF02504521

Vye, N. J. (1990). The Effects of Anchored Instruction for Teaching Social Studies: Enhancing Comprehension of Setting Information. In Annual Meeting of the American Educational Research Association (Vol. Boston, MA).

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