- Slides: 6
Applying Situated Cognition (about 9 min)
Applying Situated Cognition • Cognitive Apprenticeships = learn about an area of knowledge by engaging self in the culture surrounding the use of that knowledge – Authentic tasks with the goal of applying knowledge obtained beyond the learning situation (e. g. , internships, student teaching) – Aren’t necessarily ever “finished” learning – Disadvantages could include: • Level of skills acquired • Conflict in rigor of learning situation and actual practice • Lack of reflective opportunities
Applying Situated Cognition, cont. • Anchored Instruction (Ausubel) – Problem solving in authentic contexts – Driscoll text described Vanderbilt research group, who developed videos with situationbased problem solving examples • What would be an especially important element in using these videos, with respect to info discussed in schema theory presentation?
Applying Situated Cognition, cont. • Learning Communities – Teachers and students are collaborators, with a common goal – Everyone contributes, everyone is held accountable – Learning is no longer an individual activity
Assessing Situated Cognition • Should reflect desired applications of relevant knowledge • Can you use “normal” (formal) assessments? • Mc. Lellan’s / Collins’ recommendations: – Diagnosis – Summary Statistics – Portfolio
Benefits of Situated Cognition • Starts out with a familiar activity: – Connects new info to familiar info (schema theory) – Validates students’ implicit knowledge about a topic • There are multiple “right” approaches and solutions to problem solving • Through involvement in the discovery process, students acquire “tools” in ways that are conducive to them and in realistic contexts