EDT605 June 2016 IM Blog: Cognitive Apprenticeship presented by Jose Reyes

Description: According to Dennen and Burner, in their essay, cognitive apprenticeship is defined as, “learning through guided experience on cognitive and metacognitive, rather than physical, skills and processes” by Collins et al. (1989, p. 456)—has its roots in social learning theories. One cannot engage in a cognitive apprenticeship alone, but rather it is dependent on expert demonstration (modeling) and guidance (coaching) in the initial phases of learning” (para. 1).

Relationship to Learning Theory:

The beginnings of the context of this theory are derived from Cognitivism. And was a reaction to the limitations of the Behaviorist Theory of Learning. As stated by Harasim (2012), “the power of the mind to influence or make decisions that are not directly related to an external stimulus was highly significant. It began to become clear that the mind did play a tremendous role” (p. 47). It is based on the school of thought as Cognitive information (process of the mind), Schema theory (structural knowledge), and Gagne’s theory of instruction (teaching/learning

Conditions).

Cognitive Apprenticeship in Practice:

In Art, instruction is provided for the learners to set parameters and expectations. Art educators engage students not only through demonstrations and guided practice during a project or assignment. Art educators also engage learners in discussions and ask students to come up with their own ideas on how to solve art issues or media application. A majority of students in Beginning Art or Art 1 usually have minimal schema. The perception of what Art is varies. Using the school of thought from Gagne’s theory Art educators can apply his theory of instruction to build on a student’s schema. This is very relevant in shading, as shown after the demonstration and criteria have been explained in the image below: