Cognitive apprenticeship as a hybrid of Schoenfeld's modeling-coaching-fading model and Treisman's collaborative workshop model¶

Theory · All theories
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Cognitive apprenticeship is an instructional paradigm that, per the article, merges the coaching-modeling-fading components of Schoenfeld's problem-solving course with Treisman's collaborative workshop model so students "become better problem solvers while working together as members of a community of learners." The article describes six teaching strategies comprising the model: "(1) modeling, (2) coaching, (3) scaffolding, (4) articulation, (5) reflection, and (6) exploration." In the tested treatment, teachers modeled expert problem solving during lecture periods and coached student groups during workshop sessions, with assistance fading as proficiency grew.

Design Implications¶

Context¶

Requirements¶

• Teachers must model problem solving as experts rather than working problems as mere exercises
• Teachers act as coaches during collaborative group problem solving, providing scaffolding and fading support as students become more proficient

Constraints¶

• The article notes the success of Treisman's underlying workshop model is not due to individual components but to the entire concept of the model

Target Learners¶

• community college vocational/technical students in technical mathematics courses

Target Learning Objectives¶

• mathematical problem-solving skill
• technical mathematics skill
• collaborative problem solving in a community of learners

Claims¶

• Cognitive Apprenticeship No Significant Exam Differences Technical Math [+M]
• Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment [~W]

Related Theories¶

• Cognitive apprenticeship applies the modelling, coaching, and fading paradigm of traditional apprenticeship to cognitive skills, with technology realizing resource-intensive learning environments

Examples¶

• Technical mathematics course structure combining expert modeling lectures with collaborative workshop sessions
• Implement cognitive apprenticeship in technical mathematics only after requiring lab attendance, training teachers in coaching, building teachers' technical knowledge, and allotting more lab time
• Design AI educational systems that fade support and require learner justification to preserve independent problem solving

Key Sources¶

• Johnson, Scott D.; Fischbach, Rita McDonough. (1992). Teaching Problem Solving and Technical Mathematics Through Cognitive Apprenticeship at the Community College Level. National Center for Research in Vocational Education. https://eric.ed.gov/?id=ED352455