Cognitive Apprenticeship “Mastering knowledge” CLICK TO START.

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Presentation transcript:

Cognitive Apprenticeship “Mastering knowledge” CLICK TO START

HOME PAGE History and Background Redefining Learning Methods and Examples Exploration

HISTORY AND BACKGROUND

Learning Objectives Explain the goal of cognitive apprenticeship Identify and define key concepts that support cognitive apprenticeship

Once Upon A Time …

And then …

The “practice” of thinking?

Traditional Apprenticeships Physical External Easily Observable Psychomotor Domain

Formal Schooling Mental Internal Only observable through explicit evaluation Cognitive Domain

Goal of Cognitive Apprenticeship Recover all the benefits of traditional apprenticeships, by reconciling formal schooling objectives with traditional methodologies.

In other words … + =

BUT HOW?

Constructivism Learning is a process of internal negotiation of meaning Learning occurs best in functional, social, or cultural context

Constructivist Says …. “ Knowledge is constructed by learners as they attempt to make sense of their experiences.“ - Driscoll

Situated Learning Learning should not be abstract! Activity in which you learn is an integral part of what you learn

Foundation for C.A. Teach through guided learning Make progress and desired outcomes explicitly observable Situated learning facilitates this idea

Quick Review List some of the concepts that support the cognitive apprenticeship theory. What is the goal of cognitive apprenticeships?

Redefining Learning

Learning Objectives Define cognitive apprenticeship Identify key differences between traditional and cognitive apprenticeships

COGNITIVE APPRENTICESHIP DEFINED A theory outlining methodology for teaching complex cognitive tasks through guided learning

Redefined A THEORY HOW TO TEACH COMPLEX MENTAL TASKS GUIDED LEARNING

Key Differences Cognitive Mental Internal Cognitive Domain Traditional Physical External Psychomotor Domain

Key Differences CA Learning observed explicitly External Situated Formal Schooling Learning observed through evaluation Internal Abstract

Recall … How was Cognitive Apprenticeship defined? Explain the major difference between traditional and cognitive apprenticeship.

METHODS AND EXAMPLES

Learning Objectives List the methods employed by cognitive apprenticeships. Offer examples for each method employed during cognitive apprenticeships

The Methods Modeling Coaching Articulation Reflection Exploration

Modeling Expert sets the example E.G. Math teacher works through a problem aloud

Coaching Student practices skill while expert offers feedback and advice E.G. Student tries math problems while expert watches and guides

Articulation Student articulates thought process E.G. Math teacher asks student to say what he thinks might be the next and step, and why

Reflection Student compares their results to the expert E.G. After a student finishes a math problem, the teacher works through and shows the correct steps and solution

Exploration Students face new problems on their own E.G. Assigning real world math problems for homework

Parting Thoughts Many schools apply these ideas, just poorly. Not enough “experts” for every “apprentice” Web-based learning

FINAL REVIEW List the 5 methods employed by C.A. What real world examples can you think of for each method?

EXPLORATION wn_seely.htmlhttp:// wn_seely.html edgebase/strategies/constructivism/Cogn itiveApprenticeship.htmhttp://chd.gse.gmu.edu/immersion/knowl edgebase/strategies/constructivism/Cogn itiveApprenticeship.htm prenticeshiphttp://en.wikipedia.org/wiki/Cognitive_ap prenticeship