Application of Articulation Strategies

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Discussion[edit | edit source]

Please think about following questions, and post your answers. Also feel free to comment on other's postings.
(Click "edit" for this section, and add your answer below each question or posting. When commenting other's postings, please add ":" before your comment.)

1. Mr. Anderson teaches geography in a middle school of Indiana. One day, he is teaching his 16 students about the factors that affect average temperature. Instead of doing a lot of talking himself, Mr. Anderson decides to make students think and discover.

a. If Mr. Anderson uses the Inquiry Teaching way of articulation, what would he ask students to do?

b. Do you think the Assisted Monologue strategies will work here?
If yes, what will the activities be like? If no, why?

2. Remember the context you described in the practice of cognitive apprenticeship? Let's go further with that situation.

a. When are you going to use articulation method in your process of instruction?

b. Which way/strategy of articulation will you use?

c. What will you ask your students to do specifically?

d. What if students cannot answer some of your questions? What would do you do? Please provide one or two examples.

Click to see Exemplar answers to Question 1.a

References of This Lesson[edit | edit source]

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Retrieved from
Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L.B. Resnick (Ed.), Cognition and Instruction: Issues and Agendas. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from
Collins, A., & Brown, J. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 1-18. Retrieved from
Collins, A., & Stevens, A.L. (1982). Goals and strategies of inquiry teachers. In R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 2). Hillsdale, NJ: Erlbaum.
Collins, A., & Stevens, A.L. (1983). A cognitive theory of interactive teaching. In C.M. Reigeluth (Ed.), Instructional Design Theories and Models: An Overview. Hillsdale, NJ: Erlbaum.
Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective process in written composition. Cognitive Science, 8, 173-190.

CA Articulation home page Cognitive Apprenticeship Practice of CA Articulation Application of Articulation