Learning+Model+Comparison


 * || =//Problem Based Learning//= || =//Anchored Instruction//= ||
 * =//Relative "student centeredness"//= || ===The students are primarily responsible for their learning with some direction or "cognitive coaching" from the teacher.=== || ===The students are primarily responsible for their learning, but with more direction or "anchoredness" from the teacher and/or curriculum materials.=== ||
 * =//Assessment//= || ===Student involvement, the overall solution to the problem, skills used to help solve the problem, critique from peers.=== || ===Student involvement, the overall solution to the problem, skills used to help solve the problem, critique from peers.=== ||
 * =//21st Century Fluencies//= || ===The use of the internet for additional research is recommended. Other tools such as word processing, spreadsheet, and presentation software may be used.=== || ===The use of the internet for additional research is recommended. The "anchor" may be in the form of a video game or other multimedia activity.=== ||
 * =//Engagement//= || ===The problem must be one that students can share a common interest in, which will lead to higher levels of student engagement.=== || ===The "anchor" should be in a context that students can relate to and show interest in, thus creating higher levels of student engagement.=== ||



Jason Sanger

EDUC 538

Learning Model Comparison

Problem Based Learning (PBL) and Anchored Instruction are both fundamentally similar in regard to the student having more direct control of their learning. Both learning models present the students with a real-world problem that they must collaborate, research, and design a solution or solutions to the problem.

In Problem Based Learning, “students actively resolve complex problems in realistic situations” (Glazer 2001). Other skills that PBL incorporates are “consensual decision making, dialogue and discussion, team maintenance, conflict management, and team leadership” (Glazer 2001) amongst students. PBL is not merely a way for students to practice problem solving skills, but more of a means of gaining better understanding of a content area (i.e. Science, Math, or integrating multi-content areas). Students are expected to “own the problem, either by creating or selecting it” (Glazer 2001). This may lead to students creating multiple methods to come up with a solution to the problem by means of researching, organizing and interpreting information that is gathered. This information may come from multiple sources, including the internet. The teacher’s role is that of a facilitator, or a coach per say. Offering guidance to students and “continually question students about the concepts they are learning in the context of the problem in order to probe their understanding, challenge their thinking, and help them deepen or extend their ideas” (Glazer 2001).

Anchored Instruction utilizes the same principals as Problem Based Learning with the exception of the problem, or “anchor.” The anchor can be in the form of “a story, adventure, or situation that includes a problem or issue to be resolved and that is of interest to the students” (Glazer 2001). Students also “explore related content presented in the anchor to deepen their understanding of the concepts and to connect their knowledge to other disciplines” (Glazer 2001). The teacher’s role, initially, is one that provides strong guidance to the students in acquiring the concepts the anchor provides. As the story progresses, the students are given more independence to gather information needed to solve the problem. Students are able to use a variety of sources, including the internet, in the information gathering process. When finished, students have the opportunity to share their information. This “allows students to make contributions to the learning community by sharing the strategies used to resolve the overall problem” (Glazer 2001). A way of enhancing the overall learning experience, the students might “read more about the subject area, explore a related story, engage in a related simulation, create a project, or design a web site” (Glazer 2001).

These learning methods break away from the traditional, didactic instructional method and provide students with the tools to take responsibility for their own learning.

__ Examples of Problem Based Learning and Anchored Instruction __ PBL: “How Do You Spend Your Time?” [] Anchored Instruction: “The Adventures of Jasper Woodbury.” []

__ References __ __ Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 17th, 2011, from __ []