Anchored Instruction

At a first glance, anchored instruction seems to be more or less a variation of Goal-Based learning and Problem-based learning. However, after reading some of the articles, I have arrived at the conclusion that Anchored instruction seems to have a different angle of attack, as it were. As the articles have pointed out, AI concentrates on the what is not tested through formal assessment, rather than what is tested. In other words, typically when students are presented with a word problem, they are given information about a real-world problem (i.e. building a fence in one's own back yard, and information on the size of the back yard) and then asked to calculate the perimeter in order to determine the length of the fence. In contrast, AI would likely as the student to determine how long it may take to build the fence and the overall cost. This would not explicitly ask the student to calculate perimeter, the student would have to assume that. Furthermore, the problem is much more complex and does not stop with a single calculation. The student would have to determine the perimeter, then determine the amount of material needed in light of the cost of the material (per square foot, etc) and then combine the calculations in order to solve the problem. This is a very simplistic illustration of how AI works, but I think it illustrates the differences in other approaches.

Another unique aspect of AI is in the presentation of the content and the problem. If one were to use the Jasper Woodbury materials, the problem is presented in video format and the content is embedded in the presentation of the problem. Using the example of rescuing the eagle, as the problem is presented, the student learns about the ultralight craft as the instructor communicates to the pupil. This puts the information in context but also provides more information that would be needed. This leaves the student to determine which bits of information is important and which pieces are not.

Another aspect I noticed that was often pointed out in the literature was the importance of utilizing content from more than one area of study. In some of the Jasper Woodbury problems, the student must not only use math, but science and history, etc as well. This is also a more realistic approach to real life because these skills are typically not separated in their application.


I think that this approach would have many of the same barriers shared by PBL and GBL. Again, we have to consider the problems that often arise with group work and group dynamics. This seems to be a common thread amongst many of the approaches we have looked at in this course. Therefore, strategies for overcoming this barrier would be similar. Another barrier, also common amongst the other approaches, is the time and preparation. If one were to use a Jasper Woodbury problem which is provided to them, then this would not be quite as difficult. However, if one were not to rely on such resources, utilizing this approach would require a great deal of effort and attention.