Anchored Instruction
Anchored instruction emphasizes the use of instructional technology, which allows teachers to move from a role as "professor of knowledge" to that of coach or mentor. John Bransford (Vanderbilt University) has been an instrumental developer of this model, working with the Cognition & Technology Group (CTGV).
Anchored Instruction is based upon social constructvist theory . It is actually a paradigm for technology-based instruction and is based on a general model of problem solving. Anchored instruction has found applications in primary levels of reading, math, and language skills. The name is derived from the technique of designing instructional activities around an "anchor" which may be a theme, case-study, or problem to be solved. Learners engage in exploration and discovery learning. The learning activities draw from many fields.
This model for instruction arose to solve the needs of educators, which include
(1) Limited instruction time and need to cover more material, faster,
(2) Attempts to make information and learning more relevant, useful, and meaningful,
(3) Giving students an appreciation for the power of common concepts and cross contextual applications,
(4) Adoption of multiple perspectives when problem solving.
Related theories include:
* Situated Cognition
* Cognitive Flexibility Theory
* Constructivism
* Cognitive Apprenticeship
Learning Theory Bibliography
Cena, M. & Mitchell, J. (1998).
Kearsley, G. (n.d.). Anchored Instruction (John Bransford & the CTGV). Retrieved 11/9/2002 from http://tip.psychology.org/anchor.html
McLellan, 1996. http://pdts.uh.edu/~ichen/ebook/ET-IT/cognitiv.htm