Apprenticeship Teaching Model Including Peer Collaboration Unlike adult-child instruction, in peer collaboration the “more capable” student is not very far removed from the novice student in authority or knowledge; nor has the “more capable” student any special claims to instructional competence. In this social interaction, the “less capable” student feels freer to express opinions, ask questions, and problem-solve. Sandra Owen, Georgia State University Copyright, 2007

Lev Vygotsky’s “Zone of Proximal Development” 1.The distance between the actual cognitive developmental level as determined by independent problem- solving and the level of potential cognitive development as determined through problem-solving in collaboration with a more capable peer. 2.All cognitive functions originate in social interaction. 3.Learning first occurs on a social level and later on an individual level (internalized learning) 4.Language within social interaction is most important factor influencing learning. Russian psychologist who lived during the Russian Revolution

Assumptions of the Apprenticeship Model 1.It is essential that partners be on different levels and the “more capable peer” be aware of the novice’s level (using a pre-test). 2.If one partner dominates, the interaction will not be successful. 3.Instruction is designed to reach a cognitive level that is just above the novice’s current level. 4.The classroom is organized in clustered desks or tables and work spaces to promote peer social Interaction. 5.Benefits include increased self- esteem, self-efficacy, and improved attendance. Life long process of development is dependent on social interaction and social learning leads to cognitive development.

Initial Description of the Apprenticeship Model 1.How will you identify the “more capable” peers? How will you pair the more capable with the novices? 2. What type of pre-assessment will you use (observation, reflection, written test) to identify ” more capable” peers and determine current level of novices? 3.What is the content being learned by the novices? 4.What social and facilitating skills will you include in the training for the “more capable” peers to promote a successful interaction? 5.How will you provide opportunity for both the “more capable” peers and the novices to reflect on their frustrations and successes? 6.Describe the content post-assessment for both the “more capable peer” and the novice.

Lesson Application of the Apprenticeship Model 1.Write the lesson goal and objective statements 2.Administer the pre-assessment several days prior to the lesson 3.Write the lesson concept and teaching cues to be provided to the “more capable” peers in the training prior to the lesson 4.The anticipatory set is conducted by the teacher for the entire class prior to the peer interaction. This is a short “interest grabber” activity 5.Teacher modeling includes discussion with “more capable” peers concerning asking open ended questions, communicating effectively, guiding learning activities, and reinforcing learning. 6.Student activity section includes a discussion of the number of days for the social interaction, rubric for observation, plan for student reflection, 7.Closure activity includes novice giving feedback to more capable peer on the learning experience and more capable peer commending novice on progress. 8.Evaluation includes the post-test of content for both the more capable peer and novice.