What is a Cognitive Apprenticeship?
The concept of cognitive apprenticeship is grounded in the theory of Situated Cognition. Situated cognition is a theory of instruction that suggests learning is naturally tied to authentic activity, context, and culture.
The idea is that the person and the environment in which they are learning cannot be separated in any analysis of learning. They are each part of a mutually constructed whole.
Therefore, the learning must take place in the environment in which it will be applied because the environment and the person’s perception of the environment are part of the same learning process.
To grasp subjects, learners need much more than abstract concepts and self-contained examples, they need to be exposed to the use of the information and cognitive tools in an authentic activity. Authentic activities provide learning opportunities in a way that textbook examples and declarative explanations cannot. The answer to the problem of immersing the learner in an authentic learning experience is to create a cognitive apprenticeship.
A cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop, and use cognitive tool in an authentic activity. “Cognitive apprenticeship methods try to enculturate students into authentic practices through activity and social interaction in a way similar to that evident—and evidently successful—in craft apprenticeship.”
Similar to a traditional apprenticeship a learner works under a teacher who models the behavior in a real-world context as well as explains the thought processes and actions behind those behaviors. As the cognitive apprentice listens, observes and models those same behaviors, he or she identifies the relevant behaviors and develops a conceptual model of the processes involved. The apprentice is then given an opportunity to rehearse those behaviors and obtain feedback from the teacher who provides coaching, tips and pointers. The idea is that the apprentice learns to solve problems in the context that produced them.
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Thanks for the comment and, yes, I do agree that classrooms have an important place in the learning toolkit. As learning professionals, I feel that we should never be all one method or another but use mixed methods to provide the best instructional approach. I think a continuum of offerings from classroom to social actions to learning games to peer mentor can work effectively to change behaviors and help hone practice.