V-+Cognitive+Apprenticeship


 * Cognitive Apprenticeship**
 * Joseph Trinh**
 * ITEC 800**
 * Nov. 4, 2008**



Cognitive apprenticeship is a theory of process where a master of a skill teaches that skill to an apprentice or a learner. Cognitive apprenticeship was developed by constructivist in ways to approach human learning. An excellent example of an individual who focused on approaches to human learning is Lev Vygotsky. Vygotsky steered away from standardize testing approach and developed the //Zone of Proximal Development or ZPD// in which students task are slightly more difficult then students can manage independently, requiring the aid of peers and masters/teachers to accomplish task. This learning process focus primarily at teaching the actual process that expert uses to handle complex tasks.
 * Theory and Key Features**

As studied in Ch 5, cognitive apprenticeship ties closely in with community of practices where a master or teacher is teaching an individual or groups of individuals how to accomplish or master a skill or talent, which in this case is learning. In an educational situation, cognitive apprenticeship occurs on a daily bases where students and teachers develop a novice to expert relationship. This relationship provides opportunity to gain knowledge through expert guidance. Another individual who focused on human learning of cogitative apprenticeship is Brown et al. According to Brown (1989), his thoughts of cognitive apprenticeship are to “enculturate students into authentic practices through activity and social interactions in a way similar to that evident in craft apprenticeship.” He believes that it is important not only to solve problems in a learning environment that uses real-world contexts and immerses the learner in the culture of a particular practice, but also to allow learners to witness the practitioners of the culture solving problems and carrying out tasks.

In a cognitive apprenticeship setting the master first introduce a certain task to the students. The task should be a familiar activity that allows students to use their implicit or tactic knowledge in which they can build from and investigate possible problems that could arise. From there students can breakdown the problem allowing for a variety of possible solutions which could be applied to the task. The introduction to the solution begins with an expert guidance, guiding the students through the understanding of the problem to develop a solution. The apprenticeship part is distinguished from tutoring, mentoring, coaching, reflection, exploration, etc. from the master or in this case, teacher.
 * Operation and Example**

From an apprentice or students standpoint, this learning theory seems like an ideal realistic approach to learning. This learning process applied to instructions is slowly creating a huge impact in students learning. In a university setting, many students are faced with different teachers using different approaches in teaching. An effective teacher should accept the responsibilities as a master who teaches and guides the students or apprentice to achieve a learning goal. Working alongside the students and providing guidance, enable the learners to engage in the problem and before fully understanding them.

My reason for picking cognitive apprenticeship as a topic of interest was my future career goal. After graduating, I would like to seek a position where my training skills could be utilized to accomplish corporate goal. When training a group of individuals, you are considered a master at teaching a skill. Very similar on how our 800 class is structured, Dr. Donohue lectures on a certain topic then she will break the students into group having them perform a group exercise. Once the exercise is completed, the teacher will guide students by modeling, coaching, reflecting, articulating, and exploring. This will allow students to enter the thought processing of learning. This is an example of cognitive apprenticeship. As a student, being able to learn through this type of learning theory or learning process, allows myself to understand the subject or materials better.
 * Reflection**