Abstract
This article reviews Vandervilt University's Jasper Project in detail, in order to explore the possibility and problems of anchoring classroom instruction to a realistic context. Six adventure stories and seven design principles are first introduced, along with data from their evaluation study. Three possible ways of using the Jasper series are then examined including their underlying views of instruction, and new roles of teachers under the Guided Generation Model, the advocated model for Jasper instruction. Critiques of the Jasper materials from the instructional design viewpoint and that of situated learning are finally summarized, in respect to the 'reality' of the context of classroom instruction.
