Cognitive Cognitive ApprenticeshipApprenticeship

Cognitive Cognitive ApprenticeshipApprenticeship

Kyla DriestKyla DriestKyla DriestKyla Driest

Cognitive ApprenticeshipCognitive ApprenticeshipCognitive ApprenticeshipCognitive Apprenticeship

A model of situated learning that aims to make the A model of situated learning that aims to make the

internal cognitive processes of the expert more internal cognitive processes of the expert more

apparent to the learner. apparent to the learner.

Cognitive Apprenticeship differs from the ideas of a Cognitive Apprenticeship differs from the ideas of a

traditional apprenticeship by including more general traditional apprenticeship by including more general

information that is applicable to multiple settings. information that is applicable to multiple settings.

StrategiesStrategiesStrategiesStrategies

ModelingModeling

CoachingCoaching

ScaffoldingScaffolding

ArticulationArticulation

ReflectionReflection

ExplorationExploration

ModelingModelingModelingModelingThe expert demonstrates the desired activity or thought process.The expert demonstrates the desired activity or thought process.

Interactive technology is uniquely capable of modeling Interactive technology is uniquely capable of modeling

processes for students.processes for students.

A computer program may use different modalities to better A computer program may use different modalities to better

characterize different thought processescharacterize different thought processes

Diagrams may be used to give an inside view of the body or Diagrams may be used to give an inside view of the body or

other area that may be difficult to conceptualize. other area that may be difficult to conceptualize.

Allows the students to see the path to discovery rather than Allows the students to see the path to discovery rather than

simply the end result (answer).simply the end result (answer).

Coaching/Coaching/ScaffoldingScaffoldingCoaching/Coaching/ScaffoldingScaffolding

Coaching: Guiding behavior to attain a Coaching: Guiding behavior to attain a

skillskill

Allows for a teacher to assist an Allows for a teacher to assist an

individual overcome his/her unique individual overcome his/her unique

difficultiesdifficulties

Degree of coaching fades as the learner Degree of coaching fades as the learner

becomes more proficientbecomes more proficient

Scaffolding: Supporting the students as Scaffolding: Supporting the students as

they learn the components of a skill.they learn the components of a skill.

ArticulationArticulationArticulationArticulation

Encouraging the learners to verbalize their thoughts.Encouraging the learners to verbalize their thoughts.

Articulation allows information to be more readily accessible in Articulation allows information to be more readily accessible in

the futurethe future

Articulation may be elicited by encouraging students to teach Articulation may be elicited by encouraging students to teach

others their new knowledge.others their new knowledge.

ReflectionReflectionReflectionReflection

Encouraging the learner to evaluate Encouraging the learner to evaluate

their actions/thoughts. their actions/thoughts.

May be elicited by: May be elicited by:

ReplayReplay

ImitiationImitiation

Spatial reificationSpatial reification

ExplorationExplorationExplorationExploration

Self-directed problem solvingSelf-directed problem solving

It is important to teach It is important to teach

students how to make and test students how to make and test

hypotheseshypotheses

ReferencesReferencesReferencesReferences

Collins, A. (1989). Cognitive apprenticeship and instructional technology.

Center for the study of reading: Technical report no. 474. pp. 1-

11.

https://www.ideals.illinois.edu/bitstream/handle/2142/17920/ctrstreadtechrepv01989i00474_opt.pdf?sequence=1

Pimmer, C., Pachler, N., Nierle, J., & Genewein, U. (2012). Learning through

inter- and intradisciplinary problem solving: using cognitive apprenticeship to

analyse doctor-to-doctor consultation. Adv in Health Sci Educ, 17, 759-778.

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