1. Cognitive Apprenticeship “Mastering knowledge” CLICK TO START

2. HOME PAGE History and Background Redefining Learning Methods and Examples Exploration

3. HISTORY AND BACKGROUND

4. Learning Objectives Explain the goal of cognitive apprenticeship Identify and define key concepts that support cognitive apprenticeship

5. Once Upon A Time …

6. And then …

7. The “practice” of thinking?

8. Traditional Apprenticeships Physical External Easily Observable Psychomotor Domain

9. Formal Schooling Mental Internal Only observable through explicit evaluation Cognitive Domain

10. Goal of Cognitive Apprenticeship Recover all the benefits of traditional apprenticeships, by reconciling formal schooling objectives with traditional methodologies.

11. In other words … + =

12. BUT HOW?

13. Constructivism Learning is a process of internal negotiation of meaning Learning occurs best in functional, social, or cultural context

14. Constructivist Says …. “ Knowledge is constructed by learners as they attempt to make sense of their experiences.“ - Driscoll

15. Situated Learning Learning should not be abstract! Activity in which you learn is an integral part of what you learn

16. Foundation for C.A. Teach through guided learning Make progress and desired outcomes explicitly observable Situated learning facilitates this idea

17. Quick Review List some of the concepts that support the cognitive apprenticeship theory. What is the goal of cognitive apprenticeships?

18. Redefining Learning

19. Learning Objectives Define cognitive apprenticeship Identify key differences between traditional and cognitive apprenticeships

20. COGNITIVE APPRENTICESHIP DEFINED A theory outlining methodology for teaching complex cognitive tasks through guided learning

21. Redefined A THEORY HOW TO TEACH COMPLEX MENTAL TASKS GUIDED LEARNING

22. Key Differences Cognitive Mental Internal Cognitive Domain Traditional Physical External Psychomotor Domain

23. Key Differences CA Learning observed explicitly External Situated Formal Schooling Learning observed through evaluation Internal Abstract

24. Recall … How was Cognitive Apprenticeship defined? Explain the major difference between traditional and cognitive apprenticeship.

25. METHODS AND EXAMPLES

26. Learning Objectives List the methods employed by cognitive apprenticeships. Offer examples for each method employed during cognitive apprenticeships

27. The Methods Modeling Coaching Articulation Reflection Exploration

28. Modeling Expert sets the example E.G. Math teacher works through a problem aloud

29. Coaching Student practices skill while expert offers feedback and advice E.G. Student tries math problems while expert watches and guides

30. Articulation Student articulates thought process E.G. Math teacher asks student to say what he thinks might be the next and step, and why

31. Reflection Student compares their results to the expert E.G. After a student finishes a math problem, the teacher works through and shows the correct steps and solution

32. Exploration Students face new problems on their own E.G. Assigning real world math problems for homework

33. Parting Thoughts Many schools apply these ideas, just poorly. Not enough “experts” for every “apprentice” Web-based learning

34. FINAL REVIEW List the 5 methods employed by C.A. What real world examples can you think of for each method?

35. EXPLORATION http://www.21learn.org/arch/articles/bro wn_seely.htmlhttp://www.21learn.org/arch/articles/bro wn_seely.html http://chd.gse.gmu.edu/immersion/knowl edgebase/strategies/constructivism/Cogn itiveApprenticeship.htmhttp://chd.gse.gmu.edu/immersion/knowl edgebase/strategies/constructivism/Cogn itiveApprenticeship.htm http://en.wikipedia.org/wiki/Cognitive_ap prenticeshiphttp://en.wikipedia.org/wiki/Cognitive_ap prenticeship