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SVTC - Adaption

Since we started SVTC conducts regular meetings with SIS and points interrelations between theoretical preknowledge and practical objectives of SVTC courses out. This helps us, to connect existing and new knowledge and to make the courses useful for our students.
To professionalize this task we are in process to develop the practice of one common teaching method in SVTC (Cognitive apprenticeship), which gives us also the opportunity of anchored instruction and higher skill achievements during the courses.
Cognitive apprenticeship is a method of teaching aimed primarily at teaching the processes that experts use to handle complex tasks. The focus of this learning through guided-experience is on cognitive and meta-cognitive skills, rather than on the physical skills and processes of traditional apprenticeship:
  1. Modeling: involves an expert's carrying out a task so that student can observe and build a conceptual model of the processes that are required to accomplish the task. For example, a teacher might model the reading process by reading aloud in one voice, while verbalizing her thought processes (summarizing what she just read, what she thinks might happen next) in a other "voice colour".
  2. Coaching: consists of observing students while they carry out a task and offering hints, feedback, modeling, reminders, etc.
  3. Scaffolding: "following" the student by "staying by sides" when he has questions ore insecurities.
  4. Fading: always sustaining the student by following-up his way to think and to do and to give him orientation.
  5. Articulation: includes any methods of getting students to articulate their knowledge, reasoning, or problem-solving process.
  6. Reflection: enables students to compare their own problem-solving processes with those of an expert or another student.
  7. Exploration: involves pushing students into a mode of problem solving on their own: by forcing them to do explorations in a way to generate questions that are useful to continue the problem solving process.
(Collins, Brown, Newman, 1989)