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A key difference between traditional apprenticeship and cognitive apprenticeship is the way the tasks are observed. For example, traditional apprenticeship the task is easily observable and the teacher shows their thoughts and you are taught things that apply to your tasks. In Cognitive apprenticeship everyone has there thoughts and there is wide range of learning practice.

In my everyday classroom I will use Cognitive apprenticeship. I will be using old knowledge and applying it to the new knowledge being taught ,this is one of the best ways is teaching with aligned standards.

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One Key difference that I saw was the way that in Traditional apprenticeship the reasoning and goal behind their apprenticeship as everything is very visual and their tasks often come to them. In cognitive apprenticeship it is the duty of the teacher to make the goals clear throughout the process and connect the reasoning behind the process by connecting to the real world. In the learning of mathematics for example often students find this reasoning very detached from the daily interactions they have in the real world. It is the job of the teacher to be creative and play on what they know about how their students learn best to help build real world scenarios they find relevant. In our read aloud assignment we had the task of bringing images of classrooms in the class (something they interact with everyday) and pull out their thoughts on the differences they see and how they are thinking about time and history.

In the future I would like to incorporate cognitive apprenticeship in my teaching process as it is helpful for students to be able to see thinking more clearly. I think its important to understand that different students are able to process that thinking in different ways so making thinking explicit should be provided in different ways in an every day sense.

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The one difference between traditional and cognitive apprenticeships that stood out to me was "the skills to be learned inhere in the task itself". With traditional apprenticeships, you learn exactly the skills that apply to your trade and nothing else. But in the classroom, we constantly ask for students to transfer skills they learned in a previous year and apply them in a new way.

In my future classroom, I definitely want to apply cognitive apprenticeships. I can see it already with the students I work with that asking them to apply old skills to a new environment can be really tricky but cognitive apprenticeships would give them more confidence. I also think it would help my future students better connect with me as a teacher.

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1. In traditional apprenticeship, when the tasks occur, the context of designing and creating tangible products is the main objective (Collins, Brown & Holum, 1991, p. 3). Students retain what they must do to complete the task because they have a first-person interaction with an expert of how something is done and what is expected.  As for cognitive apprenticeship, the tasks based on school subjects of reading,  writing,  science,  math,  history,  etc. are abstract for students to make connections and personal relationships in order to make sense of what is expected (Collins, Brown & Holum, 1991, p. 3).

2. Yes, I would use cognitive apprenticeship because it sets the basis for learning and communication in school subjects and allows students to engage in cognitive and metacognitive processes that are basic to learning and thinking more generally and apply to other situations (Collins, Brown & Holum, 1991, p. 4).

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One key difference between traditional apprenticeship and cognitive apprenticeship is how they can be observed from the outside. A cognitive apprenticeship is more of a partnership where both partners share thoughts on a subject clearly and in depth. In a traditional apprenticeship, only the teacher shares their thoughts.

In my future classroom, I will use cognitive apprenticeship. I am a big fan of two-way communication and valuing student input. Cognitive apprenticeship builds student confidence in addition to building the student teacher relationship. I believe cognitive apprenticeship is a route to a successful classroom environment.

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1. One important difference between traditional apprenticeship and cognitive apprenticeship would be one is more easily observable than the other. Cognitive apprenticeship has both parties bringing their thinking to the surface. Teacher's must make clear what they are thinking as well as the students.

2. In my future classroom I will definitely use cognitive apprenticeship. I see positive in negatives to both, but I feel like a cognitive apprenticeship will allow the student to do more of the hard thinking themselves, rather than just relying on me to tell them what to do. The reading explains this further by stating because cognitive thinking is more out in the open, that allows the students to, "observe, enact,  and practice with help from the teacher and from other students" (Collins, Brown & Holum).

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There are three important differences between traditional apprenticeship and cognitive apprenticeship.

1. Traditional -  the  process  of  carrying  out  a  task  to  be  learned  is  usually  easily  observable
Cognitive - one needs to deliberately bring the thinking to the surface, to make it visible

2. Traditional - the tasks come up just as they arise in the world: Learning is completely situated in the workplace.

Cognitive - the challenge is to situate the abstract tasks of the school curriculum in contexts that make sense to students.

3. Traditional - the  skills  to  be  learned  inhere  in  the  task  itself
Cognitive - the  challenge  is  to  present  a  range  of  tasks,  varying  from  systematic  to  diverse,  and  to encourage  students  to  reflect  on  and  articulate  the  elements  that  are  common  across  tasks.

Will you use cognitive apprenticeship in your classroom? Please use the reading to explain why or why not.
Yes, I will use the cognitive apprenticeship approach in my classroom because it if focusing on gradual student learning focusing more on the understanding to the overall concepts of reading, writing, mathematics, and more rather than just focusing on a specific task an one way of doing the task. By modeling or scaffolding different methods students are able to apply the model or scaffold that helps them better understand the overall meaning of the assignment.

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I chose the second difference between traditional apprenticeship and cognitive apprenticeship which describe the disconnect between learning when you can see a tangible product and learning when you cannot. This is a difference I understand and one that I struggle with in my science classroom. Personally, I crochet and being able to have see what I could eventually make is inspiring and encourages me to crochet and to challenge myself. In science the learning focus is on phenomena and helping students to explain what they are seeing. Science at the middle school level introduces students to microscopic particles (atoms/molecules/cells). Helping students to make sense of the microscopic world is challenging. I have been introducing them to scientist (through videos) that do work in the real world related to the content we are learning. This is in addition to seeing phenomena and doing labs related to the content. Chelsea Hahn