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

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Teaching with Technology: Chapter 5 Problem-Centered Learning and Anchored Instruction Martin Perna EDTC6341-Fall 2010

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Teaching with Technology: Chapter 5 Problem-Centered Learning and Anchored Instruction. Martin Perna EDTC6341-Fall 2010. Introducing…. Martin Perna 3 rd year in M.Ed / Ed Tech Program Married, lives in East Austin, Texas Work: Dubspot online curriculum designer www.dubspot.com - PowerPoint PPT Presentation

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Page 1: 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

Page 2: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

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

Page 3: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

In this presentation…

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

Page 4: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

What is Anchored Instruction?

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

• Emphasizes doing over mastery of discrete pieces of information

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

Anchored instruction: In short

Learn by doing

Page 6: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Anchored instruction : WHY?

• Permits sustained exploration by students and teachers

• Understand real world problems• Use knowledge that experts use

Page 7: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Anchored Instruction

Promotes cognitive development

Page 8: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Characteristics of anchored instruction

Challenge students with appropriate activities

Page 9: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

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?

Page 10: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

ABCS of Activities

S

Page 11: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

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

Page 12: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

It all begins with A: Authenticity

Page 13: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

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

Page 14: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

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!

Page 15: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge

Activities which link discrete facts to a wider understanding

Page 16: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge

Facts and content

Context

Concepts and problem solving

Page 17: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge: EXAMPLES

Reading and discussing ideas

Page 18: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge: EXAMPLES

Viewing films

Page 19: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge: EXAMPLES

Completing structured experiments

Page 20: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge: EXAMPLES

Watching a demonstration

Page 21: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Building Knowledge: Summary

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

Page 22: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Constructing Knowledge

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

Page 23: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Constructing Knowledge

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

professionals in the field

Page 24: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Constructing Knowledge

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

Page 25: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Sharing

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

Page 26: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Sharing: Why?

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

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

Page 27: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

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

Page 28: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction

Questions? Comments?

Page 29: Teaching with Technology: Chapter 5  Problem-Centered Learning and Anchored Instruction