1. Cognitive Apprenticeship: A Roadmap for Critical Thinking
Ashley Sherrill

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

3. … On Three, Follow Me

4. Teaching Clapped Rhythm Named Motions Small Sections Coaching Practice
Fun!

5. Fluid vs Crystalized Intelligence Horne & Cattell (1966)

6. Skill Acquisition The Cognitive Stage The Associative Stage
The Autonomous Stage

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

8. The Associative Stage
Application Attempts
Mistakes

9. The Autonomous Stage
Individual Performance

10. Cognitive Apprenticeship
Collins, Brown, and Newman 1989

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

12. Apprenticeship
Watching
Listening
Experiencing
Experimenting

13. Traditional vs Cognitive Apprenticeship

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

15. 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.

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

17. 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.

18. Intellectual Standards
Clarity
Accuracy
Precision
Relevance
Depth
Logic
Significance
Fairness

19. Tailoring Metaphor

20. 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

21. Three Kinds of Questions

22. Toulmin’s Model of Argument

23. 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

24. 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?