Editing Situated cognition (section)

===Anchored instruction===
Anchored instruction is grounded in a story or narrative that presents a realistic (but fictional) situation and raises an overarching question or problem (compare with an essential question posed by a teacher). This approach is designed to 1) engage the learner with a problem or series of related problems, 2) require the learner to develop goals and discover subgoals related to solving the problem(s), and 3) provide the learner with extensive and diverse opportunities to explore the problem(s) in a shared context with classmates. For example, a Spanish teacher uses a video drama series focused on the murder of a main character. Students work in small groups to summarize parts of the story, to create hypotheses about the murderer and motive, and to create a presentation of their solution to the class. Stories are often paired so that across the set students can detect the invariant structure of the underlying knowledge (so 2 episodes about distance-rate-time, one about boats and one about planes, so students can perceive how the distance-rate-time relationship holds across differences in vehicles). The ideal smallest set of instances needed provide students the opportunity to detect invariant structure has been referred to as a "generator set" of situations.

The goal of anchored instruction is the engagement of intention and attention. Through authentic tasks across multiple domains, educators present situations that require students to create or adopt meaningful goals (intentions). One of the educator's objectives can be to set a goal through the use of an anchor problem.<ref>Barab & Roth, 2006; Young et al., 1997</ref> A classic example of anchored instruction is the Jasper series.<ref>The Cognition and Technology Group at Vanderbilt, 1990; Young et al., 1997; Young & McNeese, 1995</ref> The Jasper series includes a variety of videodisc adventures focused on problem formulation and problem solving. Each videodisc used a visual narrative to present an authentic, realistic everyday problem. The objective was for students to adopt specific goals (intentions) after viewing the story and defining a problem. These newly adopted goals guided students through the collaborative process of problem formulation and problem solving.