Method: "the six teaching methods associated with cognitive apprenticeship".

1. MODELING

In cognitive domains, this requires the externalization of usually internal processes and activities.

For example, reading aloud in one voice

For example, thinking aloud while trying to solve novel problems

2. COACHING

Consist of observing students while they carry out task aimed to bringing their performance closer to expert performance.

In students while they formulate questions of the text

Clarify difficulties

Generate summary

Make predictions

3. SCAFFOLDING

refers to the supports the teacher provides to help student carry out a task

The supports are transient and only after the student is at an impase

For example, reciprocal teaching

For example, physical supports.

4. ARTICULATION

includes any method of getting students to explicitly state their knowledge, reasoning, or problem-solving processes in a domain.

For example, teachers can encourage students to articulate their thoughts as they carry out their problem solving

For example, have students assume the critic or monitor
role in cooperative activities in order to articulate their ideas to other students

5. REFLECTION

involves enabling students to compare their own problem-solving
processes

with an expert

with another student

with a model of expertise

involves comparison's techniques

Replaying the performances to others for

Reading

writing

Problem solving

6. EXPLORATION

involves guiding students to problem solving on their own

also setting general goals for
students

also encouraging them to focus on particular subgoals of interest to them

also revise the general goals as they come upon something more interesting to pursue

Furthermore

the teacher might send the students to the library to investigate and write

a teacher might ask students to design solutions to complex problems that target concepts they have not learned yet

Results suggest that delaying expert modeling of a task its particulary effective.

To sum up, some form of “abstracted replay,” in which the critical features of expert and student performance are highlighted, is desirable.

To sum up, inquiry teaching is a strategy of questioning students to lead them to articulate and reine their understanding

In conclusion, relates to specific problems that arise as the student attemps to acomplish a task

Research suggest that withholding support up front and providing it only after learners have failed to perform a task is very effective.

Therefore, even though exploration of the problem and solution spaces might initially lead to incorrect solutions, the teacher can consolidate and build on such an exploration to teach the targeted concepts