Cognitive apprenticeship¶
Collins, A., Brown, & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Cognitive Apprenticeship
This sourcePractitioner-facing synthesis emphasizing modeling, coaching, scaffolding, and fading.
- Scaffolding
- The contingency principle—provide more support when the learner struggles, less when she succeeds—is a compact, actionable design rule, and Collins, Brown, and Holum (1991) make explicit how this contingency, together with modeling, coaching, and fading, distinguishes apprenticeship-style instruction from generic teaching.
This sourcePractitioner-facing synthesis of the cognitive-apprenticeship model, emphasizing modeling, coaching, scaffolding, and fading as the technical core.
- The contingency principle—provide more support when the learner struggles, less when she succeeds—is a compact, actionable design rule, and Collins, Brown, and Holum (1991) make explicit how this contingency, together with modeling, coaching, and fading, distinguishes apprenticeship-style instruction from generic teaching.
Verification¶
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Registry ID ref:14ee0744098a · see in the full table