Anchored Instruction class notes 10.7.10

Relate on-line experiences to the real museum touring later.

Put the learning activity into a possible real life situation, so they may apply those knowledge and problem-solving skills, which is classification, they learned from this learning module to their tours in museum. Easier transfer on knowledge.

notes:
do need to learn the basic knowledge and skills, but do not stop there.
not the end, but the means to the end.
it helps
1. better and deeper understanding of the learned knowledge;
2. remember longer and retrieve easier;
3. can apply the knowledge to other situations.

Problem-oriented v.s. Factual format

Subjects who received information in a problem-oriented form may have generated their own ideas, maybe within half a second, before scanning the latter sentences of the answer.

For me, it's like the question helps the learners to set a very clear learning goal at the first place, which can activate the thinking process of the learners, rather than passively reading and memorizing some plain "facts".

p. 121 Under these circumstances, subjects have an opportunity to first reconstruct their initial learning context and then find the relevant answers for each problem that they see.

Bransford et al. (1990) Anchored Instruction  

This gives me some inspiration on our final project design. How you do modeling to the students? Based on this statement, preferably, we may design the classification process to be a "problem-oriented" form, by
firstly given the goal of classification,
then observe main features (similarities/differences) of provided objects,
then draw conclusions based on some criterion.
In this way, the students may experience "problem-solving" thinking process to further establish their own problem-solving abilities.

Besides all the above, I found it's a very good way in marketing/advertising to catch the audience's attention by asking a question. For a very simple example, compare these two sentences and ask yourself which one may stimulate your curiosity?
1. Frito Lay grows the best snacks on earth.
2. Who grows the best snacks on earth? Frito Lay!
Same strategy can apply to many other field, such as article titles, book names, etc.

In the above case, you may remember "the best snacks on  earth" in the first statement, while in the second one, you remember "Frito Lay".

Teaching strategy - Modeling

Below is some random thoughts for our EDPS 6431 final project on Classification for Utah Museum of Natural History.

Just for my personal notes  

I’m not sure where to put these stuffs in this document. I’m thinking about Modeling.
(1) to teach students on classification. The learning module would firstly show examples on classification, (e.g. demonstrating the thinking process to observe an object with wheels and motor, it’s classified as vehicle.)
(2) let the learner draw their conclusions on how the thinking process goes through
(3) let the students develop their own system or concept map of classification
(4) provide practices on classifying different objects in different ways (the criterion needs to be discussed later).
Put it in a simple way, 1. Model the problem-solving thinking process of classification; 2. Practice and test their own classification system.