Representations, Engagement, and Expression: Potentials of Cognitive Apprenticeship for Creating Universal Design for Learning (UDL)

Brown, Collins, and Guguid (1989) proposed a cognitive apprenticeship theory of learning which placed activity at the center of any knowledge acquisition process. Learning, according to this theory, is a process in which an individual is enculturated into “authentic practices through activity and social interaction” (Brown, et al., p.37). Learning is situated in activities that resemble those undertaken by professionals in relevant domain areas. These activities allow students to understand what conceptual tools the professionals employ to solve problems and how they collaborate and interact with each other in their profession. Like apprentices in a trade, novice learners move from peripheral participation to full participation through observing, imitating, taking on responsibilities within their zones of proximal development, collaborating with peers, and gradually applying knowledge in increasingly complex fashion. Learning is situated in the interaction between activities, tools (physical or conceptual), and cultural practices.

For example, children learn to eat with Chopsticks in China through parents’ modeling and coaching the use of chopsticks in the daily authentic activity of eating meals. A child struggles with this task initially but continues to get feedback from adults. The cultural practice of eating with chopsticks is not limited to home or performed in isolation, but is ubiquitous in the Chinese society. The child is immersed in this activity in an ongoing and inclusive process regardless of the adeptness with which he or she manipulates chopsticks. The child starts as a novice and becomes an expert at the end of the apprenticeship.  

The cognitive apprenticeship theory, when translated into classroom instructional practices, can support universal design for learning. As we know, UDL is based on three overarching principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. In what ways is this theory aligned with the three principles and how can it support UDL in a diverse classroom? The table below lists some alignment between UDL principles and guidelines with cognitive apprenticeship applications:

For more detailed look at the UDL principles and places they correlate with cognitive apprenticeship theory, you could read the UDL guideline 2.0 and the checkpoints under each principle’s guidelines.

References:

Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

CAST (2011). UDL guidelines – Version 2.0: Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Gee, J. (2009). A Situated sociocultural approach to literacy and technology. Retrieved from http://jamespaulgee.com/node/6