Continuing the discussion from Discussion: Anchored Instruction and Situated Cognition:
Here’s my Anchored Discussion response…not sure I’m posting this in the correct place
I honestly had not heard the term “anchored instruction” before reading this article, but I am very interested in it now. The concept just seems to make sense.
In one example (the Sherlock research), the students were using the same information to learn about two completely different subjects. They were learning language arts through the study of characters, plot, and setting. They also were able to learn about history by discussing time period. Asking the children to point out and discuss different aspects of the stories (i.e., the arrow to the head discussion), allows the students to get engaged in what they’re learning and they honestly probably didn’t even realize it.
The Jasper research is also very intriguing. I’m wondering if the authors continued creating the Jasper series. Using the videos of real-world problems seems like it would be much more interesting to students (as opposed to reading word problems). I also liked how during instruction the students have to figure out the problems, before they can even solve them.
This kind of teaching seems like it would certainly be more effective than sitting in a classroom reading from a textbook. The students were able to take what they watched (Sherlock, Jasper, etc.) and research what they needed to in order to find out new information. They weren’t given a book in which to look up information. They were taken to the library where they had to find their own information.
I’m hoping to teach Kindergarten, so using this kind of instruction may be challenging, but I hope to figure out how to make it work one day.