Claudia Log

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

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Situated Cognition
10:22am – 12:00pm
9/16/14

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.

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

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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.

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

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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

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To Do: Read and Summarize article

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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