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This Concept Map, created with IHMC CmapTools, has information related to: strategies of AI, Higher-level thinking Students work on projects related to the anchor. Students are given the opportunity to extend their knowledge and relate it to other areas. The examples might include reading in greater depth about the subject, writing a report or an essay, or creating a multimedia report. step 6 Group activities & interactions Students share what they learned from the project. The process of sharing not only creates pride in their own work, but also gives them valuable insight into how their classmates solved the problem., Relate to their prior experiences Students develop shared expertise around the anchor. The instructor might lead a discussion of the anchor. However, as they learn more about the anchor, the students might assume more responsibility for their learning. Once the instructor and the students have developed expertise on the anchor, the links across the curriculum and to their prior experiences become a common occurrence within the classroom. step 3 Inspire individual thinking & learning Students expand the anchor by conducting their own research. Gaps in information provided by the anchor might require students to research related materials., Inspire individual thinking & learning Students expand the anchor by conducting their own research. Gaps in information provided by the anchor might require students to research related materials. step 4 Use scaffold to help students with problem-solving Students use their knowledge as tools for problem solving. They might use this knowledge to solve problems posed in the anchor itself or relate the information to problems in other content areas. The instructors might provide scaffolds to help students solve the problems., Group activities & interactions Students share what they learned from the project. The process of sharing not only creates pride in their own work, but also gives them valuable insight into how their classmates solved the problem. step 7 Evaluation The instructor evaluate the students' answers to check whether the teaching method has improved students' ability of problem solving., Inspire individual thinking & learning Students expand the anchor by conducting their own research. Gaps in information provided by the anchor might require students to research related materials. generate students ideas about how to solve a scientific problem, Give an anchor The anchor is introduced to the students. The anchor might be a video segment, a major event, a trip, or educational software, capable of maintaining the students’ interest and rich enough to support problem solving. ???? raise attention, Relate to their prior experiences Students develop shared expertise around the anchor. The instructor might lead a discussion of the anchor. However, as they learn more about the anchor, the students might assume more responsibility for their learning. Once the instructor and the students have developed expertise on the anchor, the links across the curriculum and to their prior experiences become a common occurrence within the classroom. constructivist perspective, Use scaffold to help students with problem-solving Students use their knowledge as tools for problem solving. They might use this knowledge to solve problems posed in the anchor itself or relate the information to problems in other content areas. The instructors might provide scaffolds to help students solve the problems. ????, Group activities & interactions Students share what they learned from the project. The process of sharing not only creates pride in their own work, but also gives them valuable insight into how their classmates solved the problem., Evaluation The instructor evaluate the students' answers to check whether the teaching method has improved students' ability of problem solving. know what to do with the ideas, Higher-level thinking Students work on projects related to the anchor. Students are given the opportunity to extend their knowledge and relate it to other areas. The examples might include reading in greater depth about the subject, writing a report or an essay, or creating a multimedia report. ???? listen & make sense of students ideas, Give an anchor The anchor is introduced to the students. The anchor might be a video segment, a major event, a trip, or educational software, capable of maintaining the students’ interest and rich enough to support problem solving. step 2 Relate to their prior experiences Students develop shared expertise around the anchor. The instructor might lead a discussion of the anchor. However, as they learn more about the anchor, the students might assume more responsibility for their learning. Once the instructor and the students have developed expertise on the anchor, the links across the curriculum and to their prior experiences become a common occurrence within the classroom., Use scaffold to help students with problem-solving Students use their knowledge as tools for problem solving. They might use this knowledge to solve problems posed in the anchor itself or relate the information to problems in other content areas. The instructors might provide scaffolds to help students solve the problems. step 5 Higher-level thinking Students work on projects related to the anchor. Students are given the opportunity to extend their knowledge and relate it to other areas. The examples might include reading in greater depth about the subject, writing a report or an essay, or creating a multimedia report., Strategies of Using Anchored Instructions step 1 ????, Strategies of Using Anchored Instructions back to index