{"id":1288,"date":"2021-02-06T16:54:34","date_gmt":"2021-02-06T16:54:34","guid":{"rendered":"https:\/\/educationaltechnology.net\/?p=1288"},"modified":"2021-02-06T16:54:34","modified_gmt":"2021-02-06T16:54:34","slug":"anchored-instruction-model","status":"publish","type":"post","link":"https:\/\/educationaltechnology.net\/anchored-instruction-model\/","title":{"rendered":"Anchored Instruction Model"},"content":{"rendered":"

While there have been many contributors to the paradigm of anchored instruction, John Bransford is considered the leader of this framework. Through the Cognition & Technology Group at Vanderbilt University, he facilitated the idea of combining rich, meaningful contexts with technology-based learning<\/a>.<\/p>\n

\"Anchored<\/a><\/p>\n

Anchored instruction is often considered to be a form of situated learning, which connects prior knowledge to authentic situations. Students use the context provided to apply their knowledge of a particular idea, which furthers develops their understanding of a topic. The situations are realistic in order to assist students in making connections. In anchored instruction, the task itself is considered the anchor<\/em>, or the idea around which all understanding will revolve. This usually comes in the form of a story with a problem that needs to be solved. Anchoring<\/em> refers to the connection between the story and the real-life situation.<\/p>\n

\"John<\/a>
John D. Bransford is an emeritus professor of education at the University of Washington College of Education in Seattle, Washington.<\/figcaption><\/figure>\n

The anchored activity not only promotes connections between the content and real-life but also between subject areas. Students can reflect on how other domains related to the learning activity, what knowledge can be integrated to assist in understanding. As anchored instruction promotes problem-solving<\/a>, students are able to see how the learning is meaningful.<\/p>\n

See also: Cognitive Apprenticeship<\/a><\/p>\n

A story or an adventure is often used as the \u2018anchor\u2019 for an activity. This helps capture the interest of the students and motivate them to solve the problem. The activity itself usually includes all of the information necessary to find a resolution. Not only does this make it more manageable for those who work in environments with limited resources, the data provided is also used in scaffolded instruction.<\/p>\n

Anchored instruction is similar to two other learning styles: case-based and problem-based learning. Case-based learning is a slight extension of anchored instruction; students elaborate on the texts and videos with class discussions. Alternatively, problem-based learning focuses on expanding one\u2019s thinking beyond the ideas taught in class; students would continue to research the topic online.<\/p>\n

See also: Gagne\u2019s Nine Events of Instruction<\/a><\/p>\n

Anchored instruction stages<\/h2>\n
    \n
  1. Introduction: Stage objectives:\n