Cognitive Apprenticeship: A Roadmap for Critical Thinking

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Presentation transcript:

Cognitive Apprenticeship: A Roadmap for Critical Thinking Ashley Sherrill

How do we use Cognitive Apprenticeship to teach Critical Thinking? Skill Acquisition Cognitive Apprenticeship Critical Thinking Integration

… On Three, Follow Me

Teaching Clapped Rhythm Named Motions Small Sections Coaching Practice Fun!

Fluid vs Crystalized Intelligence Horne & Cattell (1966)

Skill Acquisition The Cognitive Stage The Associative Stage The Autonomous Stage

The Cognitive Stage Articulating information through lower order thinking tasks on Bloom’s Taxonomy of Learning Domains.

The Associative Stage Application Attempts Mistakes

The Autonomous Stage Individual Performance

Cognitive Apprenticeship Collins, Brown, and Newman 1989

“Transmitting the knowledge required for Apprenticeship “Transmitting the knowledge required for expert practice.”

Apprenticeship Watching Listening Experiencing Experimenting

Traditional vs Cognitive Apprenticeship

Cognitive Apprenticeship Makes explicit the implicit thinking processes of the expert so that the novice can begin their development Components: Modeling Scaffolding Fading Coaching

Critical Thinking The ability to interpret, analyze, synthesize, or evaluate information, issues and ideas and apply creative thought to formulate an opinion, solve a problem or reach a conclusion.

Modeling Critical Thinking What is happening when we think? How do we evaluate the strength of our thinking processes?

Thinking Whenever we think, we think for a purpose, within a point of view, based on assumptions, leading to implications and consequences. We use data, facts, and experiences, to make inferences and judgments, based on concepts and theories, to answer a question or solve a problem.

Intellectual Standards Clarity Accuracy Precision Relevance Depth Logic Significance Fairness

Tailoring Metaphor

Three Kinds of Questions Questions of Fact- One right answer Questions of Preference- Many answers, based on preference Questions of Judgement – Require evidence and reasoning

Three Kinds of Questions

Toulmin’s Model of Argument

Conclusion Students must be taught to think critically The Cognitive Apprenticeship Model: makes thinking processes explicit provides multiple opportunities for practice fades support as students develop and provides coaching

Application Where in your courses can students have practice thinking critically? How many opportunities to practice do you feel are necessary for your course? What examples of Modeling came to mind throughout the workshop?