An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes

Abstract

This study employed classroom observations and teacher and student interviews to examine the impact of anchored instruction on student and teacher behaviors in two inclusive ninth-grade language arts classes. Specifically, the investigators examined the effect of anchored instruction on (a) the length (long or short) and level (factual or interpretive) of questions asked by, and responses to student questions by, the classroom teacher; (b) the length and level of questions asked by, and responses made by, ninth-grade students; and (c) student participation in classroom instructional activities. Overall, the results of this study supported the use of anchored instruction as a promising intervention for high school students with high-incidence disabilities. The results indicated that as teachers increased the level and length of their questions, students reciprocated by providing higher level and longer responses to questions and asked longer and higher level questions. Students were observed to be more actively involved in classroom instructional activities, and they increased their school attendance. The data collected in this study support the idea that technology combined with effective instruction can yield positive results for students and teachers. However, although the data are promising, they are preliminary. They underscore the importance of conducting additional research examining the impact of anchored instruction and its component parts on the academic outcomes attained by middle and high school students with high-incidence disabilities.

Ways to Teach and Support Struggling Adolescent Readers

“…For other students, this could mean that they would have access to an audio version of the assigned text (Boyle et al 2003). A film could be used to anchor key concepts, providing students with dynamic visual images of key events, period clothing, architecture, and music, helping students to conceptualize relationships and emotions that are outside their range of experience (Rieth et al 2003).…”

“…In text-based collaborative reading activities, such as literature circles (Dieker and Little 2005), anchored instruction (Rieth et al 2003), and problem-based learning (Bucalos and Lingo 2005), groups should be balanced by including a variety of student abilities and dispositions so that each student makes a unique contribution to the group process. Assigning student roles, such as "note-taker," "predictor," "questioner," "clarifier," "responder," and "summarizer," keeps students on task and helps them know what to do.…”

Science and Social Studies for Students With Disabilities

“…Other researchers have developed instructional units around anchor videos, including To Kill a Mockingbird (Rieth, Bryant, Kinzer, Colburn, Hur, Hartman, & Choi, 2003) and Eyes on the Prize (Gersten, Baker, Smith-Johnson, Dimino, & Peterson, 2006). Both of these interventions included detailed analysis of the video to develop students' conceptual understanding, discussion, collaborative group investigation, and integration of information across social studies disciplines.…”

Reconciling an Ecological Curricular Framework Focusing on Quality of Life Outcomes with the Development and Instruction of Standards-Based Academic Goals

“…Studies have shown the utility of ''anchored instruction'' for students with learning disabilities in language arts and mathematics (Bottge, Heinrichs, Chan, & Serlin, 2001;Reith et al, 2003) and ''functional application'' of academic content knowledge for students with severe disabilities to support their generalization of these skills to typical performance settings (Browder, Spooner, et al, 2006;Browder et al, 2009). For example, in addition to the instruction that Jamal would receive on interpreting units of a scale displayed on a graph during his geometry class, he could apply these skills by weighing himself in the men's locker room or at home and recording it on a graph.…”