Cognitive Apprenticeship¶
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser.
Cited by¶
11 citations across 11 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Cognitive Apprenticeship
- Cognitive apprenticeship is the pedagogical framework, systematically articulated by Allan Collins, John Seely Brown, and Susan Newman (1989), that externalizes the normally-hidden cognitive processes of expert practitioners so novices can observe, practice, and progressively internalize sophisticated cognitive skills in authentic, situated contexts.
This sourceLawrence Erlbaum Associates. The foundational articulation of cognitive apprenticeship (modeling, coaching, scaffolding, articulation, reflection, exploration) — supports D48-001. Verified existing and supporting.
Supported in partVerified against the publisher's abstract
The source's abstract states that cognitive apprenticeship brings tacit expert processes into the open for students to observe, enact and practise; it does not mention progressive internalisation or situated contexts.
“Cognitive apprenticeship teaching methods are designs to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher and from other students.”
- Cognitive apprenticeship is the pedagogical framework, systematically articulated by Allan Collins, John Seely Brown, and Susan Newman (1989), that externalizes the normally-hidden cognitive processes of expert practitioners so novices can observe, practice, and progressively internalize sophisticated cognitive skills in authentic, situated contexts.
- Fading
- The prime names the third option between "always help" and "never help" — help on a decreasing schedule — and makes the withdrawal itself an object of design with its own rate, its own milestones, and its own failure modes.
This sourcethe cognitive-apprenticeship model — modeling, coaching, scaffolding, fading, articulation, reflection, exploration — in which support is deliberately faded as the learner internalizes the skill; grounds the claims that withdrawal is a designed act with failure modes and that the gradual-release move transfers across substrates.
- The prime names the third option between "always help" and "never help" — help on a decreasing schedule — and makes the withdrawal itself an object of design with its own rate, its own milestones, and its own failure modes.
- Mediator Availability Constraint
- The pattern of expert-mediation bottlenecks recurs across apprenticeship, education, professional services, open-source development, and quality assurance, a cross-domain pattern Collins, Brown, and Newman (1989) generalize as "cognitive apprenticeship" — the structural transfer of master-apprentice mediation from craft trades into reading, writing, and mathematics instruction.
This sourceLawrence Erlbaum Associates. Generalizes the master-apprentice mediation pattern from craft trades into formal academic instruction; demonstrates the cross-domain transfer of expert-mediation bottlenecks and their structural remedies (modeling, coaching, scaffolding, articulation, reflection, exploration).
Supported in partVerified against the publisher's abstract
The abstract backs the transfer of apprenticeship from craft trades into reading, writing, and mathematics teaching, but not the claim's wider cross-domain list (professional services, open-source, QA).
“The development of a new cognitive apprenticeship to teach students the thinking and problem–solving skills involved in school subjects such as reading, writing, and mathematics.”
- The pattern of expert-mediation bottlenecks recurs across apprenticeship, education, professional services, open-source development, and quality assurance, a cross-domain pattern Collins, Brown, and Newman (1989) generalize as "cognitive apprenticeship" — the structural transfer of master-apprentice mediation from craft trades into reading, writing, and mathematics instruction.
- Pedagogy
- Surgical residency, aviation training, trade apprenticeship, and martial-arts dojo training all instantiate the pattern with high fidelity, an isomorphism Collins, Brown, and Newman (1989) made explicit when they extracted cognitive apprenticeship as the schoolroom-importable version of the workshop pattern.
This sourceLawrence Erlbaum Associates. Generalizes the master-apprentice mediation pattern from craft trades into formal academic instruction; demonstrates the cross-domain transfer of expert-mediation bottlenecks and their structural remedies (modeling, coaching, scaffolding, articulation, reflection, exploration).
Supported in partVerified against the publisher's abstract
Collins, Brown and Newman do generalize traditional craft apprenticeship into a school-importable cognitive apprenticeship, but the source says nothing about surgical residency, aviation training, or martial-arts dojos.
“The development of a new cognitive apprenticeship to teach students the thinking and problem–solving skills involved in school subjects such as reading, writing, and mathematics.”
- Surgical residency, aviation training, trade apprenticeship, and martial-arts dojo training all instantiate the pattern with high fidelity, an isomorphism Collins, Brown, and Newman (1989) made explicit when they extracted cognitive apprenticeship as the schoolroom-importable version of the workshop pattern.
- Scaffolding
- In higher education, scaffolded problem-based learning, cognitive-apprenticeship models, and graduate-research supervision all operationalize scaffolding through increasingly complex tasks under decreasing supervision—a transposition of the apprenticeship logic into formal instruction that Collins, Brown, and Newman (1989) named "cognitive apprenticeship."
This sourceLawrence Erlbaum Associates. Generalizes the master-apprentice mediation pattern from craft trades into formal academic instruction; demonstrates the cross-domain transfer of expert-mediation bottlenecks and their structural remedies (modeling, coaching, scaffolding, articulation, reflection, exploration).
Supported in partVerified against the publisher's abstract
Supplies the work's own proposal to adapt apprenticeship methods to teaching cognitive skills in school subjects, and the 'cognitive apprenticeship' name; it does not state the fading-scaffold mechanism or graduate supervision.
“This chapter attempts to elucidate some of those implications through a proposal for adapting apprenticeship methods for the teaching and learning of cognitive skills.”
- In higher education, scaffolded problem-based learning, cognitive-apprenticeship models, and graduate-research supervision all operationalize scaffolding through increasingly complex tasks under decreasing supervision—a transposition of the apprenticeship logic into formal instruction that Collins, Brown, and Newman (1989) named "cognitive apprenticeship."
- Zone of Proximal Development (ZPD)
- In higher education and adult learning, the ZPD underlies cognitive-apprenticeship models, as Collins, Brown, and Newman (1989) developed them, plus graduate research training, workplace mentoring, and apprenticeship itself — medical residency, legal clerkship, trades apprenticeship, and software pair-programming all operationalize the ZPD by placing novices in consequential work under expert supervision.
This sourceLawrence Erlbaum Associates. Generalizes the master-apprentice mediation pattern from craft trades into formal academic instruction; demonstrates the cross-domain transfer of expert-mediation bottlenecks and their structural remedies (modeling, coaching, scaffolding, articulation, reflection, exploration).
Supported in partVerified against the publisher's abstract
Supplies the cognitive-apprenticeship frame — adapting craft-apprenticeship mediation to teaching cognitive skills — but not the ZPD attribution nor the residency, clerkship, trades-apprenticeship and pair-programming examples.
“This chapter attempts to elucidate some of those implications through a proposal for adapting apprenticeship methods for the teaching and learning of cognitive skills.”
- In higher education and adult learning, the ZPD underlies cognitive-apprenticeship models, as Collins, Brown, and Newman (1989) developed them, plus graduate research training, workplace mentoring, and apprenticeship itself — medical residency, legal clerkship, trades apprenticeship, and software pair-programming all operationalize the ZPD by placing novices in consequential work under expert supervision.
Mechanisms¶
- Cognitive Apprenticeship Cycle
- Its strength is transmitting tacit judgment — the reasoning experts can't fully write down — and doing so with a built-in exit, because fading forces the learner toward independence rather than reliance on the teacher.
This sourceMakes tacit expert thinking observable and uses fading to remove support until learners can work independently.
- Its strength is transmitting tacit judgment — the reasoning experts can't fully write down — and doing so with a built-in exit, because fading forces the learner toward independence rather than reliance on the teacher.
- Complexity-Reveal Debrief
- It is essentially a cognitive-apprenticeship
This sourceCognitive apprenticeship makes expert cognitive and metacognitive processes visible to learners.
- It is essentially a cognitive-apprenticeship
- Guided Shadowing with Debrief
- Its strength is making tacit expert judgment visible and discussable — the core promise of cognitive apprenticeship, where the point is to externalize the reasoning that experts normally leave silent.
This sourceDefines cognitive apprenticeship as bringing normally tacit expert processes into the open so learners can observe, enact, and discuss them.
- Its strength is making tacit expert judgment visible and discussable — the core promise of cognitive apprenticeship, where the point is to externalize the reasoning that experts normally leave silent.
- Metacognitive Coaching
- The aim is developmental: over repeated sessions the thinker internalizes the questions, so the scaffold can be gradually removed.
This sourceDescribes developmental cognitive-apprenticeship support and the fading of scaffolds as learners progress toward independent work.
- The aim is developmental: over repeated sessions the thinker internalizes the questions, so the scaffold can be gradually removed.
- Think-Aloud Demonstration
- It is the fastest way to expose the judgment layer of a skill.
This sourceCognitive apprenticeship uses modeling and articulation to make otherwise tacit expert judgment observable.
- It is the fastest way to expose the judgment layer of a skill.
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Links previously used in the corpus¶
Before the registry existed this work was also linked 5 other ways.
- https://doi.org/10.4324/9781315044408-14 ×2
- https://archive.org/details/knowinglearningi0000unse ×1
- https://books.google.com/books?id=XIpRfXoOMrgC ×1
- https://eric.ed.gov/?id=ED284181 ×1
- https://www.taylorfrancis.com/books/edit/10.4324/9781315044408/knowing-learning-instruction-lauren-resnick ×1
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