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Anchored Instruction
Anchored Instruction

Anchored Instruction - Description

By Karen Chandler Samantha Weathers Cathleen Hernandez and Joseph Winslow Anchored Instruction Anchored instruction is a technology based learning method that encourages students and teachers to draw realistic connections by engaging in exploration and discussion The goal of this instru ID: 590098 Download Presentation


anchored instruction students learning instruction anchored learning students problem 2016 education http knowledge cops retrieved practice learners april solve

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Anchored Instruction


Karen Chandler, Samantha Weathers, Cathleen Hernandez, and Joseph WinslowSlide2

Anchored Instruction

Anchored instruction is a technology based learning method that encourages students and teachers to draw realistic connections by engaging in exploration and discussion. The goal of this instructional method is that students will meet learning targets while incorporating prior knowledge to make connections and solve the proposed problem. This type of learning theory requires a solution, determined in a group setting, in order to fully understand the learning target assigned. Slide3

Anchored Instruction

Anchored instruction tools include interactive videos and computer simulations. The tools used for this learning theory should provide a meaningful learning experience that prompts students to discuss and make connections. Anchored instruction is beneficial because it supports collaborative learning, incorporates interactive media tools, and provides room for the teacher to redirect as needed.Slide4

Key Elements of Anchored Instruction

Students will need a strong background knowledge, an


, of the content before exploring further in order to successfully understand the new information.

Learning should be designed around the


, which should be some sort of case study, video, story problem, etc.

Discovery should be a part of anchored instruction. It should include ‘activities that turn each learner into an active participant in the scenario, rather than a passive overlooker’ (eLearning Industry 2016).



must also be interesting enough for the student to want to initiate the discovery process.

Multimedia use is an important element in anchoring the lesson. It can be used to create realistic examples and can also be used to provide engaging content that encourages active learning.Slide5

Comparison and Contrast:

Anchored Instruction / Communities of Practice

Anchored Instruction (A.I.)


John Bransford


Using an


to engage the students, most often a video or other type of media, learners will attempt to solve a problem using their own cognitive processes as well as materials given to them by the teacher.

Main Principle: Students are given the context in which they are solving the problem, called the anchor. Students must contextualize their ideas and utilize personal background knowledge as well as materials provided to help them solve small problems that lead to solving the larger problem.

Communities of Practice (COPs)


No specific person, societal coinage


Groups of learners are formed in order to participate in sharing, communicating, and subsequently learning together as a collective unit.

Main Principle:

All people in the group share the same desire to solve a general or specific problem at hand and aim to work cooperatively in order to find a solution.


Similarities & differences

Both concepts allow for the collaboration of learners.

Likely to have a leader, such as teacher or community leader.

Problem solving and critical thinking are practiced in depth within both concepts.

Full cooperation and goal setting is necessary for success in both.

Various backgrounds and cultures are valued in each as diversity can offer an advantage to solving problems.

Ultimate outcome is that a solution to an overall problem is usually found,

though not necessarily the initial intention with COPs.

Communities of Practice are generally practiced on a broader, wide-reaching scale such as an online community working together for a common cause or colleagues discussing ideas within a company.

COP Learners are not provided with the necessary materials automatically, rather they must acquire them autonomously.

Within COPs, learning is not necessarily the initial or ultimate goal, rather learners may set out to learn OR they may not YET they usually do end up learning. However, within Anchored Instruction, the

main goal

is to learn together simultaneously.

COPs can be achieved in an informal setting or a formal setting, whereas A.I. settings are always set up in a classroom.

Media is used in A.I. but not necessarily within COPs.Slide7

Gen i Revolution




Teaching Justin about Credit - Mission 5)

As stated before, anchored instruction is a technology based learning method that encourages students and teachers to draw realistic connections by engaging in exploration and discussion.

An example of this is

Gen i Revolution

.This activity assists students in understanding and honing their personal finance skills. The importance of financial planning has become so crucial for today’s economy, that even high schools are expected to gain greater knowledge on the subject.

The following link will assist in sampling the “credit” activity for Gen i Revolution:


Slides 2-3

Bransford, J.D. & Stein, B.S. (1993). The Ideal problem solver (2nd Ed). New York: Freeman.

CTGV (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19 (6), 2-10.

Love, M. S. (2004). Multimodality of learning through anchored instruction.

Journal Of Adolescent & Adult Literacy



(4), 300-310.

Slide 4

5 Tips To Integrate Anchored Instruction In eLearning - eLearning Industry. (2016). Retrieved April 08, 2016, from


Slide 5-6

Anchored (2009), Retrieved April 7, 2016 from

Wenger-Traynor, Etienne and Beverly.(2015) Introduction to Communites of Practice, A Brief Introduction,

Retrieved April 7, 2016 from

Slide 7

Council for Economic Education. (2016). Online Personal Finance Game. Gen i Revolution.

Retrieved from

Texas Education Agency. (2015).

19 TAC Chapter 130. Texas Essential Knowledge and Skills for Career and Technical Education. Texas Education Agency. Subchapter F. Section 130.163.

Retrieved April 9, 2016 from

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