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Drawing on How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice, it introduces the 1991 work “Cognitive Apprenticeship: Making Thinking Visible” and summarizes Chapter 24, “Making Things Visible.” The text contrasts traditional apprenticeship with schooling, explaining modeling, scaffolding, fading, and coaching as ways to make students’ reasoning observable and transferable across content and contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cognitive-apprenticeship-revisited-shining-a-light-on-the-processes-of-thinking-to-understand-learning-fall-2020/591766/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cognitive-apprenticeship-revisited-shining-a-light-on-the-processes-of-thinking-to-understand-learning-fall-2020/591766.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “cognitive apprenticeship” aim to achieve in education?","Question",{"text":112,"@type":113},"It aims to make students’ thinking visible by making the reasoning and strategies needed to perform tasks explicit.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does schooling differ from traditional apprenticeship described in the text?",{"text":117,"@type":113},"In apprenticeship, the processes of the activity are visible, while in schooling the processes of thinking in problem solving, reading comprehension, and writing are often not observable to students or teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Which four aspects of traditional apprenticeship are said to be applicable to cognitive apprenticeship?",{"text":121,"@type":113},"Modeling, scaffolding, fading, and coaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591766,1792926980,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","“Cognitive Apprenticeship” Revisited  \nShining a Light on the Processes of Thinking to Understand Learning  \nFor educators seeking research findings written in a clear and engaging manner to enhance their instruction, How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice isan invaluable resource. The book by PaulA. Kirschner and Carl Hendrick examines 28 significant works published over the past six decadeson effective teaching and learning. Each chapter is devoted toa specific article, with not only a discussion of the original article but also what the research means for education and teaching in general, how teachers can use the work in their own specific teaching, takeawaysfor the classroom, and suggested readings and videos with handy QR-codes to access them. The topics run the gamutfrom information processing to attribution theory to dual coding to feedback.  \nOne such work is “Cognitive Apprenticeship: Making Thinking Visible,” an article first published in American Educator in 1991 [and available for free at aft.org/ae/winter1991/collins_brown_](and available for free at aft.org/ae/winter1991/collins_brown_)[holum. Written by Allan Collins](holum. Written by Allan Collins), John Seely Brown, and Ann Holum, the work explains how the traditional apprenticeship model, which enabled an apprentice to actually “see the processes of work,” offers insights for formal schooling. Among them is the need for educators to make their thinking transparent so that students gain subject matter knowledge, practice their skills with teacher support, and eventually learn on their own.  \nHere, we excerpt chapter 24 of How Learning Happens. Aptly titled “Making Things Visible,” the chapter summarizes key points from “Cognitive Apprenticeship”and what educators can continue to learn from it.  \n–EDITORS  \nBy PaulA. Kirschner and Carl Hendrick  \nB  \neginning in the late Middle Ages and up through the beginning of the twentieth century, it was perfectly normal for children to get an education or be trained in a profession by being apprenticed to masters in their work-  \nplace. This was part of what is known as the guild system where experienced and confirmed experts in a field or craft (i.e., master craftsmen) hired new employees who began as apprentices and received their education or training in exchange for food, lodging, and, of course, work.  \nThe apprentice began by observing the master craftsman at work—for example a weaver, blacksmith, or printer—and learned to look and practice under her or his (almost always his) tutelage. The training was mostly about practical actions; the usefulness of what had to be learned was clear, and there were clearly defined end products such as a cloth or tapestry, a knife, or a book. Also, the learning environment was social.  \nPaulA. Kirschner is an emeritus professor of educational psychology atthe Open University of the Netherlands, a visiting professor of education at the University of Oulu in Finland, and a guest professor at Thomas More University of Applied Sciences in Belgium. Carl Hendrick is the head of learning and research at Wellington College in the United Kingdom, where he teaches English. This article is adapted from their book How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice (Routledge, 2020). Adapted and reprinted with permission of the publisher.  \nILLUSTRAT IONS BY GWENDA KACZOR  \nAMERICAN EDUCATOR | FALL 2020 37  \nFour aspects of traditional apprenticeship—modeling, scaffolding, fading, and coaching—are applicable to cognitive apprenticeship.  \nToday, most children learn in schools with the teacher replacing the master craftsman, though some schools and professions still make use of at least part of the apprenticeship approach (such as vocational high schools or even medical colleges). Also, most learning materials and assignments are now more abstract and independent of the context in which they’ll ult","cbCaijo70jVJHAlg","https://ap.wps.com/l/cbCaijo70jVJHAlg","pdf",199438,"English","# Cognitive apprenticeship and learning\n## Why thinking is often invisible in school\n## Making thinking visible: explicit reasoning and strategies\n## Modeling, scaffolding, fading, and coaching","[{\"question\":\"What does “cognitive apprenticeship” aim to achieve in education?\",\"answer\":\"It aims to make students’ thinking visible by making the reasoning and strategies needed to perform tasks explicit.\"},{\"question\":\"How does schooling differ from traditional apprenticeship described in the text?\",\"answer\":\"In apprenticeship, the processes of the activity are visible, while in schooling the processes of thinking in problem solving, reading comprehension, and writing are often not observable to students or teachers.\"},{\"question\":\"Which four aspects of traditional apprenticeship are said to be applicable to cognitive apprenticeship?\",\"answer\":\"Modeling, scaffolding, fading, and coaching.\"}]","Cognitive Apprenticeship Revisited - Shining a Light on the Processes of Thinking to Understand Learning - Fall 2020 | PDF",1792073162,13]