What are your initial reactions to this theory/model?
- As I read the article on situated learning, it sounded very similar to the problem-based learning approach. In situated learning and problem-based learning, both approaches are tied to learning in a context environment. Both are dealing with real world contextual situations that the students use to learn. The cognitive apprenticeship learning approach is a little different from the previous ones. The apprentice approach is built around the three facets of modeling, coaching, and fading scaffold support. This approach does have its rich master and apprentice history. The concept does sound good, and can work well in specific education situation. It does raise some issues when you try to apply it to large general education system.
What are barriers to its use?
- Most apprenticeships I have heard of are based on a lot of one-on-one instruction. A computer is not always a good replacement for the complex apprentice one-on-one learning interactions between a highly skilled master teacher and the student. How do you apply this individualized apprenticeship approach in a large classroom that is teaching general education material like in an elementary school?
- In the past, after an apprenticeship was completed, the student was ready to go to work in that trade or skill area. There was a job waiting at the end, which was a definite motivation for the apprentice to complete the apprenticeship. What motivation is there for middle school students to be an apprentice in a social studies class for example?
- In the past, a craft person would select an apprentice to take on to teach their trade. They did not select anyone. How do you handle the cases where an apprentice finds out that this trade/education was not for them?
- I think most apprenticeship master-teachers, where skilled in a couple areas at the most. How do we get general education teacher to be highly skilled and passionate about all the content areas they teach? I can see this being especially challenging in the elementary grades, where teachers are generalists, not specialist like middle school teachers and up.
- The apprenticeship was something that the student selected/chose to go into. For example, how do you get students to select a Language Arts/English apprenticeship, if that content area is not of real interest to them? We have to be careful that an apprenticeship does not turn into a general education indentured servant program.
Since we are taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?
- I believe the idea of situated learning can be implemented in a classroom very easily. I feel when student learn in context, they are able to relate and see how it is applied and used in the real world. I feel content that is taught in isolation is not retained as well as when taught in context.
- I can see the apprentice learning approach being successfully applied at high school and the college level. I see issues with trying to use the approach in the elementary school level.
I think you do raise a good point about the difficulties that arise when elementary school teachers are not passionate about every subject. But, maybe teachers like that should be at schools in which they only teach the same two subjects...I think that might be why a lot of schools are moving towards elementary teachers only teaching the same two subjects (subjects in which they are normally more passionate about).
ReplyDeleteYou provided some great questions to think about before using this model in the classroom.
You really touched on some important challenges and barriers that this model may impose. You are so right, when you think of an apprenticeship, you think of a one to one situation. It seems that we are pressured more and more to increase these collaborative learning opportunities in the school setting.
ReplyDeleteI think we share some common ground on a few of the barriers of apprenticeship when applied through media as opposed to one-on-one interaction. I raised a few of the similar questions myself. I feel that it a multimedia approach can work in certain situations, but not all (especially when learning a trade). In some cases, apprenticeships expose a student to something that is dangerous but they have a coach there to walk them through it (to keep them safe while they learn). I would have to say this safe guard would be impossible through any other method.
ReplyDeleteI like your point about motivating students. I think the situational aspect of the learning is important to consider. I don't think it is meant to entice students to be more like them, but rather to develop the skills the teacher is modeling while scaffolding student learning. I laughed out loud when I read your comments about creating a general ed. indentured servent program! :-)
ReplyDelete"How do you handle the cases where an apprentice finds out that this trade/education was not for them?"
ReplyDeleteThis is a great question. Historically, it seems that with limited professions and accessibility to masters in their craft, you would be more locked in once the apprenticeship began. With so many resources to provide exposure and an inside look via web resources, today it would be easier to select a trade/skill to pursue as well as make a change if it ultimately didn't seem like the right fit. I mean, how often do people change jobs/professions now?
"How do we get general education teacher to be highly skilled and passionate about all the content areas they teach? I can see this being especially challenging in the elementary grades, where teachers are generalists, not specialist like middle school teachers and up."
Another great point! Perhaps the goal of the elementary school teacher is to expose students to the process of the apprenticeship model while also exposing students to a variety of skills that can later be more fully developed at the middle & high school levels.
(Julie Jones)
Like Kristy, I loved your line, "We have to be careful that an apprenticeship does not turn into a general education indentured servant program." Unfortunately I think some students may feel that way at some point in their education. You articulated really well some of the things I was also thinking but was having trouble typing out. One thing I will add is that at the college level students are often still deciding what to major in, and while there is some leeway, they still have to fulfill general requirement courses - so I think at the undergraduate level, college is not without similar challenges. At lower grades I agree that there is a lot of general instruction but I guess at that point I was thinking that the apprenticeship is not about specific trades or subject areas, but rather developing fundamental literacy skills, and using diverse subject matter to enrich the process of developing those skills.
ReplyDelete