-184-
2014 CALL Conference
LINGUAPOLIS
www.antwerpcall.be
The flipped classroom model consists of the following stages: - experiential engagement,
concept exploration, meaning making and demonstration and application.
Cognitive Apprenticeship
Traditional apprenticeship begets mastery of skills by means of observation, coaching
and practice between master and student and it is noted these stages are tactile.
Cognitive apprenticeship focuses on developing learners’ cognitive skills in applying
conceptual and factual knowledge to solve real-world problems. Cognitive apprenticeship
cultivates thinking skills which are invisible however these skills can be make visible by
changing the learning environment so learners are able to “observe, enact and practice
them” (Collins, 2005: 48). By making thinking skills visible, learners become aware of
the thought process and commit them to consciousness until it becomes intuitive.
Cognitive apprenticeship functions on the following learning environment parameters
specifically content, method, sequencing and sociology (c.f. Collins, 2005).
Cognitive apprenticeship is apt for higher education learning scenario as learners have to
attain and perform higher order thinking skills through interaction with content
knowledge and learning strategies set in conducive learning environments using an
expertise development method. This method consists of the following stages: - modeling,
coaching, scaffolding, articulation, reflection and exploration.
Reflection
Reflection is a behavior involving “active, persistent and careful consideration of any
belief or practice” (Grant & Zeichner, 1984: 4) to help learners transform their
learning.
Reflection is essential in the construction of knowledge as it is a medium “for critical
analysis, problem solving, synthesis of opposing ideas, evaluation, identifying patterns
and creating meaning” (Burns, Dimock & Martinez, 2000: 1). Learning
to reflect is an
important skill to master as well as an important block in any learning practice so
learners are able to challenge current and personal beliefs and take responsibility for
their actions. Not only that, reflection allows learners to develop a critical voice and not
be drowned or subsumed by the roar of popular beliefs (Canning, 1991). The current
scholarship of learning requires learners to be informed critics and contribute towards the
growth of literature.
Do'stlaringiz bilan baham: