1. Jason Powell The University of North Texas

2.  Traditional instruction separates knowing from doing.  Knowledge is abstract and decontextualized.  Activity and context are treated as separate from knowledge. Brown, Collins, and Deguid (1989, p. 32)

3. You can be handed a tool, yet still not understand how to use it. Brown, Collins, and Deguid (1989)

4. By using the tool, you better understand how it works. Brown, Collins, and Deguid (1989)

5. Using tools in authentic situations “entails both changing the user's view of the world and adopting the belief system of the culture in which they are used” (p. 33). Brown, Collins, and Deguid (1989)

6. For over 4000 years, apprentices in skilled trades have worked alongside expert practitioners, immersing themselves in the activities, culture, and vocabulary of their fields. Collins, Brown, and Newman (1987), Lave and Wenger (1991)

7. Students learn in the culture of school, with activities that don’t always resemble real-world application of knowledge. Collins, Brown, and Newman (1987)

8. A framework for designing learning environments which combine the methods of skilled trade apprenticeships and situated learning in order to teach expert level problem-solving ability in cognitive domains. Collins, Brown, and Newman (1987)

9. Content Teaching Models SequencingSociology Cognitive Apprenticeship

10. Collins, Brown, and Newman (1987) Teaching Models SequencingSociology Content Cognitive Apprenticeship

11. Domain Knowledge Problem- Solving & Heuristics Control Strategies Learning Strategies Collins, Brown, and Newman (1987)

12.  Conceptual and factual knowledge of a subject  Typically found in textbooks and lectures  Isolated from application and practice  It is required but not sufficient to complete tasks in an authentic manner.

13. Collins, Brown, and Newman (1987)  How things are done in expert practice  Tricks of the trade  Shortcuts or algorithms  Hard-won knowledge from the real world

14. Collins, Brown, and Newman (1987)  The ability to weigh several possible choices when solving a problem  Rely on an experienced assessment of the problem  Can involve seeking additional information

15. Collins, Brown, and Newman (1987)  Strategies for learning new domain knowledge, problem-solving strategies, or control strategies  This is how experts get better at what they do.

16. Collins, Brown, and Newman (1987) Teaching Models Sequencing Content Sociology Cognitive Apprenticeship

17. Collins, Brown, and Newman (1987) Content SequencingSociology Teaching Models Cognitive Apprenticeship

18. Collins, Brown, and Newman (1987) Modeling Coaching Scaffolding Articulation Reflection Exploration

19. Collins, Brown, and Newman (1987), Collins, Brown and Holum (1991) Modeling The teacher demonstrates the task. Internal cognitive processes are externalized. Tricks of the trade are revealed. Modeling The teacher demonstrates the task. Internal cognitive processes are externalized. Tricks of the trade are revealed.

20. Collins, Brown, and Newman (1987) Coaching The teacher offers advice, scaffolding, feedback, and hints as students work through projects which resemble the kind of tasks carried out in the real world. Coaching The teacher offers advice, scaffolding, feedback, and hints as students work through projects which resemble the kind of tasks carried out in the real world.

21. Collins, Brown, and Newman (1987) Scaffolding The teacher offers fading support by helping the student complete different parts of the task. The support is removed (fades) as the student moves beyond a novice state. The teacher may adapt the support to the level of individual students. Scaffolding The teacher offers fading support by helping the student complete different parts of the task. The support is removed (fades) as the student moves beyond a novice state. The teacher may adapt the support to the level of individual students.

22. Collins, Brown, and Newman (1987) Articulation The teacher encourages students to articulate their thought processes as they work through problems. The goal is for students to externalize the internal models they are creating as they solve problems related to the project. Articulation The teacher encourages students to articulate their thought processes as they work through problems. The goal is for students to externalize the internal models they are creating as they solve problems related to the project.

23. Collins, Brown and Newman (1987), Brown (1985) Reflection Students are asked to go over what happened as they worked through problems. It can take the form of watching or listening to a recording. Reflection Students are asked to go over what happened as they worked through problems. It can take the form of watching or listening to a recording.

24. Collins, Brown, and Newman (1987) Exploration Finally students are asked to solve problems on their own. Students are offered encouragement but not direct help—the scaffolding has been removed. Exploration Finally students are asked to solve problems on their own. Students are offered encouragement but not direct help—the scaffolding has been removed.

25. Collins, Brown, and Newman (1987) Content SequencingSociology Teaching Models Cognitive Apprenticeship

26. Collins, Brown, and Newman (1987) Content Teaching Models SociologySequencing Cognitive Apprenticeship

27. Collins, Brown, and Newman (1987) Increasing Complexity Increasing Diversity Global Before Local Skills

28. Collins, Brown, and Newman (1987)  Tasks become more complex.  Learners progress from novice to a more expert performance level.  Teacher support is provided to help students move through tasks.

29. Collins, Brown, and Newman (1987)  Learners must apply a wider variety of skills in order to complete projects.  The problems they encounter require more critical thinking skills to solve.  Skills are generalized as students recognize how the skills might apply to other scenarios.

30. Collins, Brown, and Newman (1987)  Students focus on the big picture initially when teacher support is highest.  Low level details are deferred until later when the students have become more familiar with the overall process.

31. Collins, Brown, and Newman (1987) Content Teaching Models SociologySequencing Cognitive Apprenticeship

32. Collins, Brown, and Newman (1987) Content Teaching Models SequencingSociology Cognitive Apprenticeship

33. Collins, Brown, and Newman (1987) Situated Learning Culture of Expert Practice Intrinsic Motivation Exploiting Cooperation Exploiting Competition

34. Collins, Brown, and Newman (1987), Lave and Wenger (1991)  Students learn in the context of authentic tasks.  Students grasp the purpose of the knowledge which is shared.  Students recognize multiple applications for knowledge.

35. Collins, Brown, and Newman (1987)  Students learn in an environment that resembles the real world.  Students learn the thought processes and language of an expert.  Expertise is defined as the ability to solve a wide variety of problems with a wide variety of skills.

36. Collins, Brown, and Newman (1987)  Projects are structured in a way that (hopefully) provides interest and motivation.  The solution to the problem is the reward.  Students are encouraged to emulate an expert approach to problems.

37. Collins, Brown, and Newman (1987)  Students work together to solve problems.  Students learn the variety of roles required to be effective.  Students provide support amongst themselves.

38. Collins, Brown, and Newman (1987)  Multiple groups complete the same task.  Emphasis is placed on comparing processes rather than the final result.

39. Collins, Brown, and Newman (1987) Content Teaching Models SequencingSociology Cognitive Apprenticeship

40. Collins, Brown, and Newman (1987)  Active rather than passive  Knowledge is applied first and abstracted later  Collaborative  Focuses on expert problem-solving instead of recalling facts  Encourages techniques that resemble the real world

41. Schoenfeld (1985)  Teacher works through a complex math problem while vocalizing his process and explaining his choices.  Students begin working through problems with ample support and coaching from the teacher.  Students are also encouraged to talk about their decisions.  Eventually, the teacher invites students to bring difficult problems for him to solve at beginning of class.  Support is faded as students become more experienced at solving problems on their own.

42.  Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. doi:10.2307/1176008  Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38–46.  Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive Apprenticeship: Teaching the craft of reading, writing, and mathematics. Technical Report No. 403. Retrieved from http://eric.ed.gov/?id=ED284181  Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge [England]; New York: Cambridge University Press.  Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, Fla.: Academic Press.