Cognitive Apprenticeships
· Modeling: tasks are completed by an expert mentor while novice trainees observe, listen, and eventually learn to mimic expert (Ormrod, 2012).
· Coaching: mentors give feedback to trainees-may involve constructive criticism (Ormrod, 2012).
· Scaffolding: mentors devise various tools for learner; may include breaking down large concepts “into small, more manageable components (Ormrod, 2012, p. 325).
· Articulation: explanations are given to trainees to incorporate reasons behind actions or thought processes (Ormrod, 2012).
· Reflection: mentors encourage learners to compare one’s performance to that of experts or ideal models (Ormrod, 2012).
· Increasing complexity and diversity of tasks: once trainees are able to effectively complete presented tasks or skills proficiently, “mentors present more complex, challenging” (Ormrod, 2012, p. 325) tasks.
· Exploration: learners are taught to utilize an inquisitive nature to formulate questions about learned skills/trade to expand on acquired skills (Ormrod, 2012).
· Coaching: mentors give feedback to trainees-may involve constructive criticism (Ormrod, 2012).
· Scaffolding: mentors devise various tools for learner; may include breaking down large concepts “into small, more manageable components (Ormrod, 2012, p. 325).
· Articulation: explanations are given to trainees to incorporate reasons behind actions or thought processes (Ormrod, 2012).
· Reflection: mentors encourage learners to compare one’s performance to that of experts or ideal models (Ormrod, 2012).
· Increasing complexity and diversity of tasks: once trainees are able to effectively complete presented tasks or skills proficiently, “mentors present more complex, challenging” (Ormrod, 2012, p. 325) tasks.
· Exploration: learners are taught to utilize an inquisitive nature to formulate questions about learned skills/trade to expand on acquired skills (Ormrod, 2012).