Cognitive Science Overview Cognitive Apprenticeship Theory Cognitive Science

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Cognitive Science Overview • Cognitive Apprenticeship Theory

Cognitive Science Overview • Cognitive Apprenticeship Theory

Cognitive Science Group Discussion Scenario Discuss in groups. Based on two of the examples

Cognitive Science Group Discussion Scenario Discuss in groups. Based on two of the examples mentioned in the reading, discuss why the method employed was so successful, and how the approach could be used to design web-based materials: 1. Palincsar & Brown’s Reciprocal Teaching of Reading 2. Scardamalia & Bereiter’s Procedural Facilitation of Writing · What features or characteristics does this theory require of a technological platform (e. g. , web, multimedia software, handheld computer) to be implemented?

Cognitive Science Example Scenario Palincsar & Brown’s Reciprocal Teaching of Reading · Modeling and

Cognitive Science Example Scenario Palincsar & Brown’s Reciprocal Teaching of Reading · Modeling and coaching students in four strategic reading skills: -Formulating questions based on the text -Summarizing the text -Making predictions about what will come next -Clarifying difficulties with the text Why was this method so successful?

Cognitive Science Example Scenario Scardamalia & Bereiter’s Procedural Facilitation of Writing • Support in

Cognitive Science Example Scenario Scardamalia & Bereiter’s Procedural Facilitation of Writing • Support in form of prompts aimed at helping students develop more sophisticated writing strategies -Knowledge transforming (planning/revising) -Processes for writing: -Generate a new idea -Improve idea -Elaborate idea -Identify goals -Put idea into cohesive whole Why was this method so successful?

Cognitive Science Cognitive Apprenticeship Definition • Method not involving didactic teaching, but observation, coaching,

Cognitive Science Cognitive Apprenticeship Definition • Method not involving didactic teaching, but observation, coaching, and successive approximation • Embeds the learning of skills in their social and functional context Collins, Brown, & Newman (1989)

Cognitive Science Cognitive Apprenticeship Principles • Aimed primarily at teaching process used by experts

Cognitive Science Cognitive Apprenticeship Principles • Aimed primarily at teaching process used by experts to handle complex tasks • Conceptual and factual knowledge: CA emphasized their uses in solving problems and carrying out tasks • Refers to the focus of learning-through-guided-experience on cognitive and meta- cognitive (rather than physical) skills and processes

Cognitive Science Cognitive Apprenticeship Design Approach • Understand nature of expert practice • Devise

Cognitive Science Cognitive Apprenticeship Design Approach • Understand nature of expert practice • Devise methods appropriate to learning that practice

Cognitive Science Cognitive Apprenticeship Content • Domain knowledge (conceptual, factual) • Heuristic strategies (generally

Cognitive Science Cognitive Apprenticeship Content • Domain knowledge (conceptual, factual) • Heuristic strategies (generally effective techniques to accomplish tasks) • Control strategies (monitoring, diagnostic, remedial) • Learning strategies (general or local strategies of knowledge acquisition)

Cognitive Science Cognitive Apprenticeship Methods • Externalize cognitive processes carried out internally • Develop

Cognitive Science Cognitive Apprenticeship Methods • Externalize cognitive processes carried out internally • Develop extended techniques to encourage development of self-correction and monitoring skills: §Modeling §Coaching §Scaffolding §Articulation §Reflection §Exploration

Cognitive Science Cognitive Apprenticeship Sequence • Increasing complexity • Increasing diversity • Global before

Cognitive Science Cognitive Apprenticeship Sequence • Increasing complexity • Increasing diversity • Global before local skills Sociology • Situated learning • Culture of expert practice • Intrinsic motivation • Exploiting cooperation • Exploiting competition

Cognitive Science Cognitive Apprenticeship Role of Conceptual Model • Advance organizer for initial attempt

Cognitive Science Cognitive Apprenticeship Role of Conceptual Model • Advance organizer for initial attempt to execute a complex skill -> More attention on skill execution • Interpretive structure for making sense of feedback, hints, corrections • Internalized guide for period of relatively independent practice by successive approximation • Encourages autonomy in reflection

Cognitive Science Example Scenario Janet Zydney: Pollution Solution • Support in form of email

Cognitive Science Example Scenario Janet Zydney: Pollution Solution • Support in form of email prompts aimed at helping students develop more sophisticated problem definitions • Internship setting • Database of resources: • NY Times articles • Background information for case • Experts • Links (environmental laws and policies, economics, technologies, environmental science; dictionary http: //mypollutionsolution. com

Cognitive Science Group Discussion Scenario What technologies can be used to implement modern versions

Cognitive Science Group Discussion Scenario What technologies can be used to implement modern versions of Cognitive Apprenticeship? For the discussion, consider: · Gee’s learning principles (especially in chapter 5) · The unique elements of Cognitive Apprenticeship Theory · The assumptions underlying Cognitive Apprenticeship Theory · The techniques used by CA to encourage development of selfcorrection and monitoring skills

Cognitive Science Group Discussion Scenario You plan to apply Cognitive Apprenticeship Theory to develop

Cognitive Science Group Discussion Scenario You plan to apply Cognitive Apprenticeship Theory to develop multimedia instruction for one of the topics below. 1. Which features would you include? 2. Which ISD Model would you choose for this project? · Solve Problems in Basic Mechanics (Physics) · Design of an empirical research study in education · Writing a theory paper

Cognitive Science Discussion · Scenario For what kind of content and which kind of

Cognitive Science Discussion · Scenario For what kind of content and which kind of learner might learning environments designed based on Cognitive Apprenticeship Theory be most suited?

Cognitive Science Salomon’s Heuristics Approaches to Adaptive Learning Environments Compensation Approach • Compensate for

Cognitive Science Salomon’s Heuristics Approaches to Adaptive Learning Environments Compensation Approach • Compensate for shortcomings Preference Approach • Support Strengths Remediation Approach • Identify and address shortcomings

Cognitive Science Instructional Design Models Living Systems Approach Plass & Salisbury (2002) Scenario

Cognitive Science Instructional Design Models Living Systems Approach Plass & Salisbury (2002) Scenario