Cognitive apprenticeship falls under the
constructivism/interpretivism theory.
Cognitive apprenticeship is basically an
apprenticeship process that involves cognitive and metacognitive skills and
processes to guide learning.
Traditional apprenticeship and cognitive
apprenticeship are different in that traditional apprenticeship involves the
observation of the task to be learned. In cognitive apprenticeship, the
teacher’s thinking must be made visible to the student through reading,
writing, or problem solving.
The general characteristics of cognitive apprenticeship include modeling, coaching, articulation, reflection, and exploration.
The general characteristics of cognitive apprenticeship include modeling, coaching, articulation, reflection, and exploration.
- Modeling shows how a process unfolds with reasons given for each step.
- Coaching means to help the learner through the task.
- Scaffolding involves supporting the learner in reaching skill levels beyond his or her current abilities. Essential to scaffolding is fading the support given to the learner.
- Articulation is essential for students to communicate their knowledge while performing the task and therefore, exposing any misunderstandings.
- Reflection allows students to compare their methods with others to analyze and improve performance.
- Exploration encourages student to set his or her own tasks from those suggested by the expert.
Cognitive apprenticeship is used daily during reading instruction. Palinscar and Brown’s (1984) reciprocal teaching of reading exemplifies many of the features found in cognitive apprenticeship. The teacher and the students read a paragraph silently. The teacher begins by introducing a question based on the paragraph, summarizing the paragraph, and making a prediction or clarification. When it is the student’s turn, the teacher must coach them extensively on how to construct good questions and summaries. Students may need prompting and critiquing. Teachers can use this form of scaffolding until he or she can begin to fade, assuming the role of a monitor and providing assistance when needed.
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