What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
When reading about this teaching technique, it reminded me of the situated learning model where student knowledge is situated in a specific context within a particular social and physical environment. Students are given open ended questions and are encouraged to extract key issues, facts and/or data. Cooperative learning groups help students to work together to solve problems; and help students to become more independent thinkers. My initial reaction to this model was "wow, I wish that I could teach a course that would allow this type of instruction!" Unfortunately, my curriculum's are pre-set, with specific objectives that students need to learn for the End of Course test. Mastery is measured on how well the student performs on the test. Therefore, in my curriculum area, especially the courses designed for 9th -10th graders, it would be almost impossible to implement this method into my teaching. Some of our upper level business courses such as Honors Accounting II and Advanced Business Studies would lend themselves more to this model. For students, and teachers, that overcome these barriers, I feel that students would "own" much more of their work, and would develop more as independent thinkers.
Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?
As stated above, many of the courses I teach do not lend themselves to work well with this model. Therefore, this model would not work well in my current classes. The curriculum I teach has specific objectives and activities that students must complete in order to score well on the End of Course test. Further, my curriculum does not have much room for alternative assignments. For my upper level courses, however, this model would work extremely well. It will require some effort on my part to structure the lesson adequately as to allow students to struggle; yet provide adequate scaffolding at the proper time.
Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
Students could most definitely use the web in the application of this model. In fact, I feel that alot of the Master level courses we take online are similar to this model. The professor gives us assignments that force us to explore, extract, and develop appropriate responses. Using the Internet to explore solutions, definitions, and alternatives to given problems will help students to be self sufficient and to research effectively. Using subject directories to explore scholarly articles on the subject matter will also provide additionally knowledge and information on the given problem.
That's an interesting point about some masters degree classes using Anchored Instruction. I hadn't really thought about it that way.
ReplyDeleteKathy,
ReplyDeleteOpen-ended questions are useful for students at all age levels. It helps the students have a broader view and diverse opinions. I agree the higher level business courses would be good for this model. Aspects of this model can help with preparation for college and beyond. If you had an intern or student teacher you could try this model; the extra help in the higher classes would promote critical thinking and group work.
It is true several master’s programs are designed with anchored instruction as well as blended with other theories. Consequently, it is necessary to expose students to some of these theories to prepare them for college level courses.