teaching with technology: chapter 5 problem-centered learning and anchored instruction

Teaching with Technology: Chapter 5 Problem-Centered Learning and Anchored

Instruction

Martin PernaEDTC6341-Fall 2010

Introducing…

Martin Perna• 3rd year in M.Ed / Ed Tech Program• Married, lives in East Austin, Texas• Work:

• Dubspot online curriculum designer• www.dubspot.com

• Moonlights as a musician• Antibalas.com• Ocotesoulsounds.com• Tvontheradio.com

In this presentation…

• Problem-centered instruction• Anchored instruction• ABCS of Activities– Authentic Activities– Building Knowledge Activities– Constructing Knowledge Activities– Sharing Activities

What is Anchored Instruction?

• Instruction centered around broader learning activities, such as problem-solving.

• Emphasizes doing over mastery of discrete pieces of information

Anchored instruction: In short

Learn by doing

Anchored instruction : WHY?

• Permits sustained exploration by students and teachers

• Understand real world problems• Use knowledge that experts use

Anchored Instruction

Promotes cognitive development

Characteristics of anchored instruction

Challenge students with appropriate activities

Contextualize

• Make sure problem is significant to students• Provide ways for student to enter community

and culture of practice– Experts– Practitioners– Problem-solvers

• What tools and strategies do the experts use?– How can we use them in appropriate and relevant

ways to our problem?

ABCS of Activities

S

ABCS of Activities•Authentic•Building Knowledge• Constructing Knowledge• Sharing Activities

It all begins with A: Authenticity

Authentic Activities

• Authentic activity=ordinary practices of a culture

• Knowledge gained is linked to activities performed to attain and use that knowledge

• Provides experience and confidence for future learning

Authentic Activities

• Bridge from inert knowledge to culture of practice• Motivates learners to engage as rigorously as

experts because of significance• Provides experience and confidence for future

learning

KnowledgePRACTICE!

Building Knowledge

Activities which link discrete facts to a wider understanding

Building Knowledge

Facts and content

Context

Concepts and problem solving

Building Knowledge: EXAMPLES

Reading and discussing ideas

Building Knowledge: EXAMPLES

Viewing films

Building Knowledge: EXAMPLES

Completing structured experiments

Building Knowledge: EXAMPLES

Watching a demonstration

Building Knowledge: Summary

Use knowledge building activities to: connect facts to webs of meaning

Constructing Knowledge

Activities in which learners create products and enjoy opportunities to demonstrate knowledge

Constructing Knowledge

Criteria:• Product must be authentic and meaningful• Must be contextualized– i.e. relevant to a product produced by

professionals in the field

Constructing Knowledge

Key Questions: What products do the experts in these fields produce?What similar types of products can the students produce?

Sharing

• Students need opportunities to – Test their knowledge and – Judge their products

Sharing: Why?

• Opportunities to share in a public forum– Demonstrate knowledge– Build confidence

• Opportunities for feedback– Peers– Teachers– Parents– Experts in the field

Sharing: Why?

• Promotes rigor• Opportunities to be challenged with – Missing or incorrect information– Faulty conclusions or applications

• Compare the meanings of their work with others in same domain of knowledge

Questions? Comments?