Abstract:

In this paper I discuss the results of using anchored learning experiences with exceptional students in high school, these students included typically developing students, exceptional students and students at risk for dropping out of school. Using social studies software produced by Dorling Kindersly, I designed anchored learning experiences for world history on diverse areas of the world and different historical periods (for example prehistoric Mexico and feudal Japan). These included quick, simple question and answer surveys that provided overviews of each period. Each anchored learning experience contained visual and auditory cues coupled with reading for information. Students self guided themselves through interesting, compact, self-paced anchored learning experiences for background to world history. This was especially effective with students for whom survey approach with textbooks proved difficult.

Students who had developed learned helplessness, defiance and approach avoidance to the broad and comprehensive information mastery involved in world history responded well to the different experience these exercises that are easily accomplished, in some cases with scaffolding and or commentary by the teacher. The Dorling Kindersly software involves short videos, actors portraying historical characters and documentary footage and recordings. Some students liked the fast pace of the exercises while slow readers enjoyed the ability to supplement their reading with visual and auditory cues. Examples are provided along with answers to demonstrate the survey quality of the exercises and how they are examples of using technology to provide new and challenging instruction.

Keywords:

anchored learning experience, at-risk students, challenging instruction.