Anchored Instruction (1998)

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Bannister, B. D., & Others, A. (1987). A New Method for the Statistical Control of Rating Error in Performance Ratings. Educational and Psychological Measurement v47 n3 p583-96 Fall 1987. To control for response bias in student ratings of college teachers, an index of rater error was used that was theoretically independent of actual performance. Partialing out the effects of this extraneous response bias enhanced validity, but partialing out overall effectiveness resulted in reduced convergent and discriminant validities. (Author/GDC) EJ365485

Beaver, P. (1995). Memory for Dialogue: Recalling an Anchor through Talk and Response. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper reports on a project involving student recall of the dialogue in a movie and retention of the "anchor," which in this case refers to a videotape recording of "To Kill a Mockingbird." The project looked at how students retained knowledge over a few days and what kind of activities resulted from expertise with an anchor. The goal of anchored instruction is to help students see knowledge not as facts to memorize, but as a tool for problem solving. In this project, 12 boys in an 8th grade, resource room social studies class watched scenes from the video over a period of 5 days and debated the outcome of the trial and several of the main characters for 2 weeks. Findings revealed that students remembered dialogue, primarily dramatic dialogue, from the movie almost verbatim, and they seemed to develop personal ownership of certain lines. Results suggest that some stories are told more through dialogue than through action, that the content of a video presentation includes both oral language devices that encourage subjective knowing and written language, and that there is a social dynamic involved in becoming expert in an anchor. (Contains 27 references.) (NAV) ED392266

Bell, B., & Others, A. (1993). The Role of Anchored Instruction in the Design of a Hypermedia Science Museum Exhibit. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: AFOSR-89-0493; F49620-88-C-0058; N00014-90-J-4117; N00014-J-1987. A hypermedia simulation, Sickle Cell Counselor, has been developed to anchor instruction for museum visitors using the task of advising couples about the decision to have children when there is a substantial genetic risk of sickle cell disease. A visitor can perform simulated laboratory tests and ask questions via interactive video. The anchored instruction model is closely related to cognitive apprenticeship theory. Patterns of interaction between the user, simulating the role of a genetic counselor, and the program are illustrated through an annotated example. The genetic counseling role makes the Sickle Cell Counselor a compelling program, but the human interest facet is really just a motivational device. The program supports the acquisition of the target knowledge well. The user is supported with knowledge from an experts screen, from learner-initiated coaching, and from implicit task guidance. An evaluation with adults at a community church (21 pretests and 10 posttests) suggests substantial gains in knowledge about sickle cell disease, as well as confidence in the material learned. Ten figures present evaluation findings. (Contains 10 references.) (SLD) ED363636

Blackhurst, A. E., & Morse, T. T. E. (1996). Using Anchored Instruction to Teach about Assistive Technology. Focus on Autism and Other Developmental Disabilities v11 n3 p131-41 Fall 1996. A training module about assistive technology using an integrated hypermedia format and principles of anchored instruction was developed and field tested with 57 undergraduate students, graduate students, and professionals. The trainees responded positively to the anchored instruction. This article details the module's development, evaluation, and limitations and identifies steps for developing such modules. (CR) UMI EJ530740

Braden, R. A. (1996). The Case for Linear Instructional Design and Development: A Commentary on Models, Challenges, and Myths. Educational Technology v36 n2 p5-23 Mar-Apr 1996. Discusses linear, or systematic, instructional design and development, including a 15-step model. Topics include needs assessment; formative evaluation; performance objectives; instructional materials development; pilot testing; design alternatives that challenge linear instructional design, including constructivism, anchored instruction, and postmodernism; and myths about linear instructional design. Contains 67 references. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ520235

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Chiou, G.-F. (1995). Beliefs and Computer-Based Learning. Educational Technology v35 n3 p48-52 May-Jun 1995. Discusses the use of beliefs to guide researchers in the development of computer-based learning. Topics include properties of beliefs; beliefs about learning; beliefs about computer technologies; directions for computer-based learning, including multimedia technology, virtual reality, and groupware; and learning rationales, including constructionism, situated cognition, cognitive apprenticeship, and anchored instruction. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ503495

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Dick, W. (1995). Instructional Design and Creativity: A Response to the Critics. Educational Technology v35 n4 p5-11 Jul-Aug 1995. Discusses creativity and instructional system design (ISD) in light of situated cognition, constructivism, and anchored instruction. Topics include historical background; ISD resulting in boring instruction, ISD evaluation criteria, the creativity criterion, quality, conditions for producing creative instruction, the linearity of the design process, and the compatibility of instructional design and constructivism. (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ507033

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Harari, O., & Zedeck, S. (1973). Development of Behaviorally Anchored Scales for the Evaluation of Faculty Teaching. Journal of Applied Psychology 58 261-265. A procedure and rationale for evaluating college teaching using behaviorally anchored rating scales are presented. (Author) EJ090230

Heckman, P. E., & Weissglass, J. (1994). Contextualized Mathematics Instruction: Moving beyond Recent Proposals. For the Learning of Mathematics v14 n1 p29-33 Feb 1994. Discusses situated cognition and anchored instruction and makes recommendations for effecting change in mathematics curricula in the early school years based on the experience of the Educational and Community Change (ECC) Project, which is involved with reinventing education in a low-income, multilanguage area. (Contains 26 references.) (MKR) Report/ISSN: ISSN-0228-0671 EJ487128

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Jonassen, D. H. (1993). The Trouble with Learning Environments. Educational Technology v33 n1 p35-37 Jan 1993. Describes learning environments, including cognitive flexibility hypertexts, anchored instruction, and computer-supported intentional learning environments. A brief history of educational technology is presented; and problems with open learning environments are discussed, including inappropriate learning theory, deficient metacognitive skills, and poor evaluation methods. (three references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ457885

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Kaufman, B. J., & Madden, J. J. M. (1980). The Development of Behaviorally Anchored Rating Scales for Student Evaluation of College Teaching Effectiveness. Connecticut Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A study was conducted to develop a behaviorally anchored rating scale for the evaluation of college teaching that could be used in all academic areas and that would reduce leniency, central tendency, and other rater biases. The Smith-Kendall procedure was modified by having undergraduate subjects generate behavioral examples for specified levels of effectiveness. A Likert-type scale was included to provide a frame of reference to aid judges in the generation of mid-range behaviors. For nine dimensions of teaching effectiveness, 243 critical behaviors were generated, 165 of which were eliminated because they did not meet criteria for retention as anchors. The seven scales that resulted encompassed dimensions of teacher effectiveness that students were best able to rate reliably. It is claimed that the high degree of consensus among judges, as well as the criteria for item retention, ensure that the final anchors are unambiguous, but generalizable to any classroom situation. (SW) ED189995

Kinzer, C. K., & Others, A. (1990). Effects of Multimedia To Enhance Writing Ability. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Grant No.: H180P80041. A study examined whether students, when removed from a video-based context, were able to transfer the writing-related objectives taught within a curriculum to similar writing tasks. Subjects were 24 sixth-grade, learning disabled students enrolled in a resource room language arts program who participated during the first year of a project. Students participated in a news reporting curriculum for 9 weeks. Group pre- and posttests focusing on writing and comprehension were also administered. Although both video and orally presented prompts produced posttest gains in the number of students who exhibited an increase in the number of categories found in their writing, substantially more students gained in the written/orally presented topic. It appears that the curriculum positively influenced writing when removed from the video context. Students also made gains in comprehending explicit as well as implicit information in written/orally presented news stories, while comprehension of implicit and explicit information in video/broadcast news stories did not change significantly. Results also indicated that students were better able to identify correct information at the end of the 9-week curriculum as well as better able both to identify incorrect information and replace it with appropriate material. These results are consistent with previous results using video-based anchors in literacy instruction as well as in other content areas. (Two figures and four tables of data are included. Seventeen references are attached.) (MG) ED318030

Kumar, D. D. (1995). Intelligent Educational Systems for Anchored Instruction? TechTrends v40 n1 p33-35 Jan-Feb 1995. Explores the potential for using Intelligent Educational Systems (IES) for anchoring instruction in macro contexts in science education. Topics include anchored instruction; situated cognition; problem solving; cognitivism; interactive video environments; and examples of combining IES and anchored instruction. (LRW) UMI Report/ISSN: ISSN-8756-3894 EJ497977

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McLarty, K., & Others, A. (1989). Implementing Anchored Instruction: Guiding Principles for Curriculum Development. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A curriculum based on "anchored instruction" was developed to enhance students' literacy development and acquisition of knowledge. The curriculum was designed to create a rich, shared environment that generates interest and enables students to identify and define problems while they explore the content from many perspectives. Based on what is known about effective teaching, anchored instruction was developed to provide opportunities for teachers and students to work cooperatively in shared experiences. For example, the film "The Young Sherlock Holmes" (on videodisk) was used as a primary anchor or focus for relating content across subject areas. The use of a focus (i.e., the film) encourages students to view anchors from their own perspectives, to link learning across subject areas, to find information to explore problems that they identify, and to experience changes in their comprehension as they are introduced to new ideas from the teacher, from the texts, and from their peers. The seven key decision points which guided the development and implementation of anchored instruction relate to: (1) choosing an appropriate anchor; (2) developing shared expertise around the anchor; (3) expanding the anchor; (4) using knowledge as tools for problem solving; (5) teaching with the anchor; (6) merging the anchor with literacy experiences; and (7) allowing student exploration. (Seventeen references are attached.) (RS) ED315736

Morley, & Joan, E. (1987). Current Perspectives on Pronunciation. Practices Anchored in Theory. District of Columbia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. TESOL, 1600 Cameron Street, Suite 300, Alexandria, VA 22314 ($14; $12, members). Report/ISSN: ISBN-0-939791-28-5. A collection of essays on pronunciation instruction theory and practice includes: "Teaching Pronunciation as Communication" (Marianne Celce-Murcia); "Learner Variables and Prepronunciation Considerations in Teaching Pronunciation" (Rita Wong); "Pronunciation and Listening Comprehension" (Judy B. Gilbert); "Pronunciation Tutorials for Nonnative Technical Professionals: A Program Description" (Sandra C. Browne, Thomas N. Huckin); "Linking and Deletion in Final Consonant Clusters" (Mary S. Temperley); "Phonetics and the Teaching of Pronunciation" (John C. Catford); and "The Pronunciation Monitor: L2 Acquisition Considerations and Pedagogical Priorities" (William W. Crawford). (MSE) ED388062

Myers, R. (1993). Interdisciplinary, Anchored Instruction Using Videotape. Art, Science & Visual Literacy: Selected Readings from the Annual Conference of the International Visual Literacy Association (24th, Pittsburgh, PA, September 30-October 4, 1992); see IR 016 399. Pennsylvania Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Results of a seventh-grade teaching team's 2-week exercise based on the videotape series "Voyage of the Mimi" are explored. The series describes a scientific expedition by a racially, ethnically, and gender mixed crew to study humpback whales off the coast of Maine. The following questions were examined: (1) whether the series could be incorporated successfully into interdisciplinary teaching and the standards of the school district; (2) whether the students would learn, or merely be entertained; and (3) whether the program would have positive effects on the mathematics and science attitudes of female students. Students (n=125) in three ability groups watched the series daily, after which it was used as an anchor or theme for a lesson. A post-exercise test examined student attitudes. Teachers reported that they were able to integrate the "Mimi" material into their lessons and that students were enthusiastic. An analysis of student papers indicated that they dealt with important concepts, and that they learned from the exercises. No changes were seen in student attitudes toward mathematics and science, but these attitudes were favorable from the start. The lack of difference between genders may be explained by the background of the students, most of whom were from college faculty or professional families. The implications for instruction are discussed. One table summarizes student attitudes, and five student drawings are included. (Contains 14 references.) (SLD) ED363306

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Organization. (1990). Anchored Instruction and Its Relationship to Situated Cognition. Educational Researcher v19 n6 p2-10 Aug-Sep 1990. Discusses anchored instruction, a teaching technique using videodisc-based problem-solving environments, and describes two research projects involving anchored instruction. Argues that anchored instruction provides a way to recreate and improve upon some of the advantages of situated cognition. (FMW) UMI Report/ISSN: ISSN-0013-189X EJ417590

Organization. (1993). Anchored Instruction and Situated Cognition Revisited. Educational Technology v33 n3 p52-70 Mar 1993. Reviews theories of anchored instruction and addresses issues related to learning, transfer, and assessment. Highlights include video-based macrocontexts; videodisc anchors versus computer-based simulations; cooperative learning; transfer outside the classroom; authenticity; visual anchors versus verbal anchors; situated cognition; and using distance learning technologies to create learning communities. (98 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ461598

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Reboy, L. M., & Semb, G. G. B. (1991). Contextualized Instruction: Teaching Relevant Behaviors in Relevant Contexts. Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In contextualized instruction, the critical features of a context are considered important for the acquisition and transfer of a skill. Examples of contextualized instruction programs are Functional Context Education (FCE) and Anchored Instruction (AI). FCE involves the teaching of reading and mathematics skills in contexts that are relevant to the learner. AI is called "anchored instruction" because the practice of target skills is anchored to a specific context in which students use target skills in order to solve a series of problems. One of the primary goals of contextualized instruction is to increase the likelihood that what is taught in the training or classroom setting will be used in future applicable settings. Behavior analysts have developed a detailed technology to promote such transfer. Transfer requires that relevant behaviors be taught in relevant contexts. Relevant contexts are characterized by the critical features of target settings. A number of tactics have been developed to introduce and highlight critical features. These include introducing maintaining contingencies, using common stimuli, using sufficient exemplars, training loosely, and promoting precision. In this document, each of the techniques is described in detail. Conditions promoting errors in transfer settings and the development of error patterns are also described. Concluding discussion takes up the issue of whether relevant behaviors are being taught in relevant contexts by FCE and AI. (RH) ED333996

Regian, J., Wesley, E., Shute, V., & J., E. (1992). Cognitive Approaches to Automated Instruction. New Jersey Not available from EDRS. Document Not Available from EDRS. Lawrence Erlbaum Associates, 365 Broadway, Hillsdale, NJ 07642 ($59.95). Report/ISSN: ISBN-0-8058-0992-9. This book contains a snapshot of state-of-the-art research on the design of automated instructional systems. Selected cognitive psychologists were asked to describe their approach to instruction and cognitive diagnosis, the theoretical basis of the approach, its utility and applicability, and the knowledge engineering or task analysis methods required to support it. The following papers are included: (1) "Automated Instruction as an Approach to Individualization" (J. Wesley Regian and Valerie J. Shute); (2) "Aptitude-Treatment Interactions and Cognitive Skill Diagnosis" (Valerie J. Shute); (3) "Possibilities for Assessment Using Computer-Based Apprenticeship Environments" (Alan Lesgold, Gary Eggan, Sandra Katz, and Govinda Rao); (4) "General Principles for an Intelligent Tutoring Architecture" (John R. Anderson, Albert T. Corbett, Jon M. Fincham, Donn Hoffman, and Ray Pelletier); (5) "Supporting Diverse Instructional Strategies in a Simulation-Oriented Training Environment" (Douglas M. Towne and Allen Munro); (6) "An Anchored Instruction Approach to Cognitive Skills Acquisition and Intelligent Tutoring" (Cognition and Technology Group, Vanderbilt University); (7) "The Application of Consistency Principles for the Assessment of Skill Development" (Arthur D. Fisk and Wendy A. Rogers); (8) "Modeling Student Performance in Diagnostic Tasks: A Decade of Evolution" (William B. Johnson and Jeffrey E. Norton); and (9) "The Use of On-Line Guidance, Representation Aiding, and Discovery Learning To Improve the Effectiveness of Simulation Training" (Kevin Bennett). (Contains 317 references.) (KRN) ED364197

Risko, V. J., & Others, A. (1990). Effects of Videodisc Macrocontexts on Comprehension and Composition of Causally Coherent Stories. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A study determined whether instruction on story elements within rich contexts can increase students' understanding of the characters' traits and motives, their comprehension of stories, and their ability to write causally coherent stories. Instruction was organized around an "anchor" (a story rich with embedded information presented on videodisk). For each of 2 school years, two different classes of fifth grade students were selected. One class was designated as at risk for academic failure, and the other class had a high proportion of average achievers from middle-class families. Students in each of the classes were randomly assigned to either an experimental or a control group. During the first year of the project, instruction occurred during three 1-hour periods each week for 6 weeks. In the second year, students received instruction for two 2-hour periods per week for 7 months, reading texts which targeted different story elements. The films "Young Sherlock Holmes" and "Oliver Twist" were used as "anchors." Pre- and posttests consisting of an analysis of story elements were administered. Results indicated: (1) subjects in the experimental groups were provided with a broader and more detailed understanding of the properties of a good story; (2) the study of story elements in the macrocontext of the films on videodisk enhanced students' integrated knowledge structures, as evidenced by the students' ability to comprehend and generate causally coherent structures within stories; and (3) macrocontext instruction was especially effective for at-risk students. (Five tables and one figure of data are included; 19 references are attached.) (RS) ED318998

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Sherwood, R. D. (1991). The Development and Preliminary Evaluation of Anchored Instruction Environments for Developing Mathematical and Scientific Thinking. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Prior to college-level mathematics coursework, students are not routinely provided with the opportunity to engage in the kind of sustained mathematical thinking necessary to solve complex, multistep problems, most likely because of the difficulties that school mathematics teachers face in communicating problem settings and contexts that are motivating and complex, yet ultimately resolvable by students. This paper outlines the theoretical base, development, and preliminary evaluation of anchored instructional environments (videodiscs) being used with middle-grade students to improve mathematical and scientific thinking processes. Discussed are the proactive motivation due to the video-based format including an embedded data design, the de-emphasis on reading due to a familiar narrative format, the discovery-based learning inherent in student-generated problem resolution, the implicitly manageable levels of complexity, and the possibilities for connections across the school curriculum. Initial preinstruction studies on 12 college students and on 12 high-achieving sixth graders induced extremely poor performance results by the sixth graders, which was not surprising both in view of the less than mediocre performance results of the college students, and in light of the realization that students cannot be expected to exhibit skills that have not yet been developed. (25 references) (JJK) ED335221

Shyu, H.-Y. (1997). Effects of Anchored Instruction on Enhancing Chinese Students' Problem-Solving Skills. Taiwan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: NSC84-2511-S-032-001. This study investigates the effects of computer-aided videodisc-based anchored instruction on promoting elementary school students' problem-solving skills in Taiwan. Anchored instruction combines theories such as situated cognition, cognitive apprenticeship, cooperative learning, and constructivist theories. With the help of interactive videodisc and computer technology, anchored instruction presents situations of daily life in the way of storytelling by providing an inquiry and real-life learning environment and authentic tasks that help students enhance their problem-solving skills. Fifth-graders (n=37) from an elementary school in suburban Taipei (Taiwan) were randomly selected and divided into six groups according to their mathematical and science abilities, with two high-ability, two middle-ability, and two low-ability groups. Students were given a pretest and post-test to measure different problem-solving strategies used before and after the video instruction. Students engaged in problem solving in small groups, and were given the tests individually. Results from a two-way repeated measure analysis of variance show that student problem-solving skills improved significantly with anchored instruction. Anchored instruction provided a more motivating environment which enhanced all students' problem-solving skills, regardless of students' mathematic and science abilities. (Contains 15 references.) (SWC) ED405841

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Vye, N. J., & Others, A. (1990). The Effects of Anchored Instruction for Teaching Social Studies: Enhancing Comprehension of Setting Information. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A study examined an experimental curriculum developed to enhance students' literacy and social studies skills. Videodisc and text materials (the films "Young Sherlock Holmes" and "Oliver" and stories by Charles Dickens and Conan Doyle) were used to create a "macrocontext" for learning. The curriculum evaluation project spanned a three-year period; findings reported here were collected during the second and third years. During the second year, two classes of students participated. Students were assigned to either an experimental or comparison group with classes taught by the project staff. During the third year, three classes of fifth-grade students participated in the study and were taught by regular classroom teachers. Results from the second year indicated that integrated instruction using macrocontexts had the greatest benefit on lower achieving students. The results of the average students indicated that there may be greater forgetting for students taught using a traditional approach than for students using a macrocontextual approach. Results from the third year indicated that the effects are replicable across teachers and from experimental to field settings. Students in each of the three classes showed significant increases in their knowledge of the time period. Results indicated that macrocontext instruction is relatively more effective than traditional instruction in helping at-risk students learn social studies content, and macrocontext instruction is generally more effective in promoting long-term retention of this information. Results of the inference data provided preliminary evidence that knowledge from one domain is accessible for solving problems in another domain. (Three tables of data are included.) (MG) ED317984

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Winn, W. (1993). Instructional Design and Situated Learning: Paradox or Partnership? Educational Technology v33 n3 p16-21 Mar 1993. Discusses the relationship between instructional design and situated learning. The transfer of knowledge and skills to a variety of settings is considered; and ways in which instructional design can contribute to the goals of situated learning are described, including planning learning experiences that are situated in the real world. (24 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ461592

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Xin, F., & Others, A. (1996). Multimedia Reading: Using Anchored Instruction and Video Technology in Vocabulary Lessons. TEACHING Exceptional Children v29 n2 p45-49 Nov-Dec 1996. This article describes video-based vocabulary lessons that were used with 10 fourth-grade students with learning disabilities. The video programs were used as an "anchor" or "situation" for creating a realistic context for learning. Vocabulary was enriched by providing contextual information, introducing new vocabulary words, reviewing target vocabulary within the video contexts, and providing multiple opportunities to practice. (CR) Report/ISSN: ISSN-0040-0599 EJ532493

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Young, M. F. (1993). Instructional Design for Situated Learning. Educational Technology, Research and Development v41 n1 p43-58 1993. Discusses the design of situated learning and the ecological psychology of situated cognition. Topics addressed include the teacher's role; teacher training; anchored instruction; transfer skills; the meaning of learning; apprenticeships; and the Jasper Series, a macrocontext designed to investigate the issues of situated learning. (46 references) (LRW) UMI Report/ISSN: ISSN-1042-1629 EJ462809

Young, M. F., & Kulikowich, J. J. M. (1992). Anchored Instruction and Anchored Assessment: An Ecological Approach to Measuring Situated Learning. Connecticut Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Anchored instruction and anchored assessment are described and illustrated through a mathematics problem from the Jasper problem solving series developed at Vanderbilt University in Nashville (Tennessee). Anchored instruction is instruction situated in a context complex enough to provide meaning and reasons for why information is useful. Problems anchored in a complex context require anchored assessment, assessment that is a seamless, to the extent possible, part of the instruction process. A prototype assessment approach, the Jasper Planning Assistant (JPA), is described. Transfer from a single mathematical problem solving activity to reading comprehension of passages with analogous content, and the absence of transfer across content domains demonstrated in a study of 121 middle school students, is described. It is speculated that cross-domain transfer will require anchored instruction that provides a generator set of situations across which students could detect invariants that specify when higher order thinking skills would be useful. Assessment techniques for anchored instruction and situated learning must adapt to accommodate the non-linear topological dynamics that are seen when complex realistic problem solving is described as a perception-action cycle. Eight figures illustrate the discussion. Three appendixes provide sample Jasper verbal protocol and analysis, and two samples of JPA output. Thirty-eight references are included. (SLD) ED354269