Theory Name: Cognitive Apprenticeship

Authors: Collins, Allan, Brown, John S.

Associated Learning Theory
Cognitive Learning Theory

Model Description
This theory actually combines other theories into a comprehensive model for mastery learning. This theory is meant for very few learners at one time.

Specification of Theory
(a) Goals and preconditions
Problem solving in a real world environment
Learning of processes that experts use in complex environments

(b) Principles
1. Classroom learning pulls the content out of its real life context.
2. Learning requires understanding and application in a real world setting.

(c) Condition of learning
1. Present learning in a situated environment (real world).
2. Content should be presented from simple to difficult.

(d) Required media
None

(e) Role of facilitator
Provide authentic learning space and experiences. Sequence content and skill prerequisites. Evolve from teacher to model to coach.

(f) Instructional strategies
1. Content: Teach heuristic, as well as textbook knowledge. Heuristic knowledge could be considered trade or context specific information.
2. Situated learning: Teach knowledge and skills in the way that they would be useful in the real world.
3. Model and explain: Demonstrate real world application and explain to the learner why you are doing a task.
4. Coaching: Allow the learner to do a task and give them immediate feedback about their performance.
5. Articulation: Have the learner provide rationale for their actions.
6. Reflection: Have students review their performance and analyze. There are four levels that Collins suggests:

a. imitation – doing like the master teacher
b. replay – critiquing video of a performance
c. abstracted replay – tracing an experts movements and comparing them to the learner’s movements
d. spatial reification – tracing the movement of the body through space.

7. Exploration: Allow learner to try out different solutions and trace the outcomes.
8. Sequence: Present information from easy to complex content and from general to specific skills. There are three ways to think about this sequencing:

a. Increase complexity
b. Increase diversity (of examples or situations)
c. Move from general to specific skills (Collins calls them Global to Local skills).

(g) Assessment method
Learner can problem solve and complete processes within the real world domain of the apprenticeship.

Formative Research & Application
(a) Tested context – K-12, College
(b) Research method
(c) Research description
(d) Resources
Collins, A., Brown, J.S. & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.

Wilson, B.G., Cole, P. (1996). Cognitive teaching models. In Jonnasen, D.H. (Ed.). Handbook of Research in Instructional Technology. New York: Scholastic Press. Available online at http://carbon.cudenver.edu/~bwilson/hndbkch.html