Anchored Instruction

I have discussed the Vanderbilt group’s anchored instruction model in other classes. In my past experience in anchored instruction Vygotsky’s scaffolding was emphasized. While the authors mention scaffolding, it was hard to picture the scaffolding in the two projects. These readings really looked at the specifics of the two content areas of focus, math and science.

One of the goals of anchored instruction is for students to generate the questions and become independent thinkers. For me the most interesting findings in looking at the math “Jasper” program was the reactions of college students. While the program was geared toward K-12 even the college students found it challenging. The college students became frustrated when they couldn’t find the solution in five minutes or less. What was challenging to these college students seemed to be the idea that they were to become independent thinkers.

The science project of “Scientists in Action” reminded me of the sickle cell project we looked at earlier this month. To me the most compelling part of this project was the change in students’ perspective of careers in science. The student quotes of both elementary aged and high school aged students were positive after the project.

I definitely think there is a place for anchored instruction. I really like the idea of have a common context to build on. I remember in my undergrad years the entire campus was asked to read the same book. Then in your classes both students and professors were challenged to find applications. At first it seemed cheesy, like a glorified book club. However, it truly worked.