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  • Good morning Tim! During this professional development workshop I will teach you how to use anchored instruction to teach language arts and reading skills to students with disabilities. 
  • Great! I can't wait to hear all about it!
  • By presenting students with outside information through the form of videos or movies, students will have an easier time making connections to the material.
  • Making students understand content can be difficult especially for students with disabilities.
  • Using anchored instruction gives students extra time and materials in order to understand the main ideas. 
  • Kennedy et al., (2015), discussed how using podcasts during the lesson can help students comprehend the material. This allows multiple ways for students to hear and see the instruction. 
  •  Bryant et al., (2017) wrote that the video or movie is "used to provide background information about the event or problem". It is a great way for students to have "context" of the material. 
  • There are so many benefits to using instruction in the classroom. 
  • Tijaro-Rojas et al., (2016) spoke about how using anchored instruction can help collaboration between students. During the different stages, students will have a better idea of how to research and form connections to the material by working with other students. 
  • Moav-Sheff et al., (2015) wrote how anchored instruction helps with both word learning and "short term memory spans". If this technique is paired correctly with a learning strategy (i.e. jigsaw strategy, consistent feedback, think-pair-share) during the first stage, then the benefits of anchored instruction will be present. 
  •   Using repetition through multiple modes will give students a clearer definition of what they are learning. This will also help students who learn differently since many different avenues of learning methods are being used. 
  • First we have to think about what our "anchor" will be. We have to decide what the entire lesson will be based around. The anchor will help the students make connections to the material. This is called "setting the stage". Bryant et al., (2017)
  • So how do we implement anchored instruction in the classroom?
  • There are several things to consider.
  • The anchor should be something that will interest the students as well as allow the students to be more interactive with the material. 
  • Teachers will help students use their prior knowledge and skills in order to think critically, work together, question the material, etc. The anchor will help students relate all this information together.  
  • After watching the "anchor" the teacher will have students think back to what they have watched.
  • The anchor will help introduce "students to the themes of the story", or what the main ideas are from the video. Bryant et al., (2017) 
  • The teacher will then have the students "segmenting" what they have learned. The students will breakup what they have learned into different areas that they can easily make connections to. 
  • The teacher will have students "retell" the details from the video as it relates to the rest of the instruction. 
  • They will work together to develop a research question based on what they have already discussed. The students will then gather outside information based on this research question. 
  • During the final step, the students will work together in groups and discuss what the main ideas are. 
  • During the next "characterization" stage students will work into groups and together analyze the characters or the main person whom the video is centered around. 
  • The students will further explore the video by segmenting the video into different scenes. The students will then explore how a particular scene relates to the book. 
  • Let's look at "Number the Stars" by Lois Lowry as an example. The teacher will use a learning strategy to have students uncover more information about the author (Lois Lowry). 
  • Finally the students will form a research question based on what they have learned. The question may be "What is anti-semitism". The students will then do further research to explore how this research question relates to the book and to the anchor video.  
  • I hope you all try anchored instruction in the classroom. It is a great way to introduce a topic while also allowing students to make connections to several other themes and ideas. 
  • Students will then watch a video (anchor) explaining what the Holocaust is. The students will explore what the main events/issues of the Holocaust were.
  • The students will then choose a person to research further. The person that they choose to research might be a Holocaust survivor.
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