My initial reaction to situated cognition and cognitive apprenticeships is that it reminded of Problem-Based Learning. The basic steps in both theories are rooted in collaboration and resemble one another. Higher order thinking skills are modeled and students take on definitive roles. As Collin’s article points out, it fosters cooperative problem solving. Computer based modeling can be cost-effective as well. It is important for learning activities to be appropriately sequenced in order for this model to be effective. Cognitive Apprenticeship is ideal for writing, reading, and particularly math. Again, this reminds me of our CMP math curriculum in middle school. Herrington’s article points out that there are definitely clear educational advantages. Among those advantages include, promoting critical reflection, involves making predictions, hypothesizing, and experimenting to come up with a solution to a problem. Students take on an instrumental approach to solving these problems. This is simulated in real life application of knowledge in the work environment, such as the business course example listed in the text. Like problem based learning, I do see somewhat of a barrier with much younger students. It can be more difficult for them to overcome the challenge of being socially responsible and ready to interact and collaborate among group members. This is where the facilitator who ideally “fades out” needs to be strong and model appropriate collaborative skills in the beginning. Again, I think ideally this theory is best with older, more mature learners. Some students may not possess the reasoning skills to exercise higher order thinking skills needed. Coaching and scaffolding is crucial for this model to be effective. In terms of a web-based situated learning/apprenticeship environment, scaffolding may be a bit of a challenge. There are certainly various on-line tools that can be used for the integration of this model. Tools can include VoiceThread, Screencasting tools, Voki, NetMessaging and Elluminate.
According to NCDPI, we are moving towards adopting new national core standards for the NCSCOS. It appears that in the very near future, the traditional multiple choice EOG’s/EOC’s will be substituted to reflect more open-ended questions. As we are moving towards the implementation of the new standards and curriculum, more group based collaborative instructional models will be our focus. If implemented and executed appropriately, I think that it can have great educational benefits for the students. What is a better way of learning, than learning through doing in real-life applications?
I like the point you raised in your final paragraph, as well as your last statement. I am a firm believer that the best way to learn is to do it. As I pointed out in my entry, I have been reading the work of Dewey recently and have adopted his idea of "learn by doing" as somewhat of a personal motto for my own teaching.
ReplyDeleteI also feel you have made a very good point about application with younger children. Just like the PBL model, this may work best for older students but may prove to have many barriers when applied at the elementary or perhaps even middle-school levels.
I'm with you, Donia, there are simply some educational methodologies which do not adapt well to much younger learners, but for the mature learner eager to pursue the mindset of a professional, I think that Cognitive Apprenticeship is ideal.
ReplyDeleteI saw a poster in a classroom one time. Really strange poster. Had about a dozen pairs of different eyes, all hovering around one person's face. The title read, "Education is seeing life through other people's eyes," or something to that effect. I think that this is what CA attempts to do. My opinion anyway.