Claudia Log

Revision as of 18:12, 1 October 2014

http://www.jstor.org/stable/pdfplus/27542338.pdf?acceptTC=true&jpdConfirm=true

--Claudia 12:00, 1 October 2014 (UTC)
Article : Situated Cognition and the Culture of Learning by John Seely Brown; Allan Collins; Paul Duguid

Analyzed the Literature review of the Situated Cognition article
8:42pm – 10:15pm
9/24/14

The 1987 Presidential Address: Learning in School

I reviewed the article The 1987 Presidential Address: Learning in School and out by Lauren B. Resnick. This article spoke about the ways schools are teaching the students, and how those ways are not always useful to the outside world. The articles says that "common sense" is more applicable in the real world, than some of the concepts learned in schools. Practices in schools are very individual and memorization based, very unlike the outside world. The outside world utlizes and encourages the use of group activity, and shared work. The outside world also focuses on utilizing tools and concepts and building on those concepts to become better. The schools teach students general knowledge, and tests them on this knowledge. While, the real world teaches based off of situation specific knowledge. These teaching cannot be memorized, but tools are presented so that people can handle situations dependent on the type of situaiton.

You can see in the Situated Cognition article many of these concepts are brought up. When speaking about cognitive apprenticeship on page 40, they speak about how in cognitive apprenticeship people learn in groups and collaboratively and not individually like taught in schools. As whole the article speaks about learning through real life practice other than school. The article speaks about knowledge being a tool box. So it is clear how this article on learning in the schools and out is applicable.

Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities by Annemarie Sullivan Palincsar; Ann L. Brown"

I also reviewed the artive Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities by Annemarie Sullivan Palincsar; Ann L. Brown. This article focused on how students study materials. When it comes to studying students focus on the material, and a student needs to be constantly checking to assure they are performing those mental operations to produce learning. When it comes to studing the methods of modeling and guiding are very important as they increase the quality in the summaries and questions that students present.

This information is used in the Situated Cognition article when speaking about "Authentic Activity". Authentic activities are described as being purposeful and meaningful. Reciprocal teaching is an example of authentic activity, because although students read text books, they also learn the essential concepts to develop authentic strategies. This article also touches on the fact that learning should be collaborative. In the Situated Cognition section speaking about cognitive apprenticeship it mentions how reciprocal learning incorporates social interaction, construction of knowledge, and collabroation.

The Problem of the Essential Indexical by John Perry The last article I reviewed was The Problem of the Essential Indexical by John Perry. Indexical words include words like I, here, now, next. Indexical words point to a particualr part of a situation in which communication is being conducted. They are context- dependent. This article is applicable because of that fact that readers know that words are situational. Therefore when they read or are in conversation with someone they listen to full sentences in order to pull context clues, before committing to a response or interpretation.

--Claudia 13:00, 24 September 2014 (UTC)
Article : Cognitive Apprenticeship: Making Thinking Visible. published by Allan Collins; John Seely; Ann Holum

Making Thinking Visible
10:42am – 11:21am
9/19/14

Cognitive Apprenticeship 1. Thinking needs to be made visible 2. Real world learning needs to be applied 3. Encourage articulation and reflection so that a diverse range of skills can be transferred.

Content: Different types of Knowledge

• Domain knowledge: Offers specific information about concepts
• Heuristic strategies: Offers different techniques for tackling tasks
• Control strategies: Offers guidance to help one finish a procedure
• Learning strategies: Offers knowledge about how to learn

FRAMEWORK:

Methods

• Modeling
• Coaching
• Articulation
• Exploration

Sequencing: Structure's student's learning but also gives them a purpose for why they are doing what they are doing

• Global before local skills: Big picture first, then broken down into small pieces
• Increasing complexity: tasks needs to get difficult as time progresses
• Increasing diversity: Have a diverse group of tasks

Sociology: describes the characteristics of the learning environment

• Situated learning: learning realistic tasks
• Community of practice: collaborate on different ways to complete tasks
• Intrinsic motivation: personal goals
• Cooperation: collaboration among students

--Claudia 09:00, 24 September 2014 (UTC)
Article : Situated Cognition and the Culture of Learning. published by John Seely Brown; Allan Collins; Paul Duguid

Situated Cognition
10:22am – 12:00pm
9/17/14

Structures of Education system: "Know what" and "Know how"

Now: Learning and Cognition are fundamentally situated.

    * Activity and situations are integral to cognition and learning

• Concepts are developed through activity and situations
• Knowledge = Tool Box Set

  1. Can only be understand through use
  2. Using it entails changing the user's perception of the world
     and adapting to that world's beliefs

• Learning and enculturation: From an early age children begin to observe

and adapt the behaviors of those around them.

• Students would learn better if they were observing the proper ways to

act in activities, then to be told with details.

• Authentic activity is important because it enables students

to act with meaning and purpose. It allows them to shape and hone their skills.

Conclusion: Ignoring the situated nature of cognition, education defeats its own goal of providing useable robust knowledge.

--Claudia 18:00, 16 September 2014 (UTC)
Article : Make up Meeting with Mallory Chua

Cognitive Apprenticeship
6:00pm – 7:00pm
9/16/14

• Framework of Qualitative Research
• Understanding Data
• Learning how to see what happens
• How is framework happening in Data

• • Our big question: How do students and mentors interact with each other using open source?

• • Qualitative Analysis: Cognitive Apprenticeship Codebook

• Modeling
• Articulation
• Scaffolding
• Coaching (Feedback)
• Reflection (Compares performance to performance of an expert)

• We also went over a coding example activity. We went through line by line and identified parts of the code as one of the cognitive apprenticeship codes.

--Claudia 17:30, 7 September 2014 (UTC)
Article : A Cognitive Apprenticeship: Teaching the craft of reading, writing, and mathematics

Cognitive Apprenticeship
5:30pm – 6:47pm
9/7/14

Article : COGNITIVE APPRENTICESHIP: TEACHING THE CRAFT OF READING, WRITING, AND MATHEMATICS
Allan Collins, BBN Laboratories, John Seely Brown, Susan E. Newman

To Do: Read and Summarize article

1. Schooling and Apprenticeship

• Schools would like to teach students how to become experts at certain things but they are not presenting them with the right tools to become experts at things such as writing, reading, and mathematics.

• The Problem: The problem is that too little attention is being paid to the process of how experts become experts.
• The Result: Analyzation, conceptual, and problem solving skills decrease in schools, and these skills remain largely inert. The knowledge also becomes bound to surface features as they appear in textbooks. Meaning students learn how to do things based off memorization and not based off of knowledge.

• What needs to happen: In order to make a difference in enhancing student skills, they need to understand both the nature of expert practice and the devise methods that apprenticeship utilizes.

• Apprenticeship: Apprenticeship highlights methods for carrying out tasks in a domain.

    ** Observation = Modeling
    ** Coaching     = Coaching
    ** Practice       =  Fading 

• • Conceptual Models are important to apprenticeship

1. Conceptual models provide learners with a model for their initial attempt to execute.
2. Conceptual models provide a structure for making sense of feedback, hints, and corrections.
3. Conceptual models provide a guide for independent practice by successive approximanation.

• • Traditional Apprenticeships = Evolves
  • 1. External carrying out process, making resources available for both student and teacher obersvation
  • 2. Bears relatively concrete products one the outcome of the skill

2. Three Success Models for Cognitive Apprenticeship

     1. Palincsar and Brown's reciprocal teaching of reading : The basic method centers on modelling and
         coaching students in four strategic skills: 
                          1. Formulating questions
                          2. Summarizing the text
                          3. Making predictions clarifying difficulties with the text.
                          4. Clarifying difficulties with the text
     2. Cardamalia and Bereiter's procedural facilitation of writing: Provides models from experts to help 

students utilize more sophisticated writing styles

• Procedural facilitation: Allows students to select from a limited number of diagnostic statements

             1. Generating a new idea
             2. Improving an idea
             3. Elaborating an idea
             4. Identifying goals
             5. Putting ideas into a cohesive whole

     3. Schoenfeld's method for teaching mathematical problem solving: Method incorporates the basic 
         elements of a cognitive apprenticeship, using the methods of modelling, coaching, and fading 
         and of encouraging student reflection on their own problem-solving processes.

3. Framework for Designing Learning Environments

• Domain knowledge
• Problem-solvingstrategies
• Control strategies
• Learning strategies