Match the LIST-I with LIST-II LIST-I (Model of cognitive apprenticeship)…
2024
Match the LIST-I with LIST-II
LIST-I (Model of cognitive apprenticeship) | LIST-II (Meaning) |
|---|---|
A. Modelling | I. Helping learner in starting and gradually fading the support |
B. Scaffolding | II. Searching for new information, verifying to accept it as authentic knowledge |
C. Articulation | III. Observing the performance of an expert |
D. Exploration | IV. Giving words to their understanding of the process and content |
Answer: B. A-III, B-I, C-IV, D-II — ConceptCognitive apprenticeship, described by Collins, Brown and Newman, extends the traditional craft apprenticeship to thinking skills: the expert's…
- A.
A-IV, B-III, C-II, D-I
- B.
A-III, B-I, C-IV, D-II
- C.
A-II, B-IV, C-I, D-III
- D.
A-I, B-II, C-III, D-IV
Show answer & explanation
Correct answer: B
Concept
Cognitive apprenticeship, described by Collins, Brown and Newman, extends the traditional craft apprenticeship to thinking skills: the expert's normally invisible reasoning is first made visible, then practised with support, and finally handed over to the learner. The model's instructional methods run in a deliberate sequence — modelling, coaching, scaffolding, articulation, reflection and exploration — shifting control steadily from the teacher to the learner.
Application
Each name in LIST-I is fixed by the action it stands for, so match every term to the action described in LIST-II.
Method | Action that defines it | LIST-II |
|---|---|---|
Modelling | The expert performs the task while the learner watches, so expert reasoning becomes observable. | III |
Scaffolding | Support is supplied as the learner begins and is deliberately faded as competence grows. | I |
Articulation | The learner puts reasoning into words, explaining the process followed and the content used. | IV |
Exploration | The learner independently seeks new information and tests it before accepting it as knowledge. | II |
Cross-check
Fading of help by design belongs to scaffolding alone; no other method of the model withdraws support as part of its definition.
To articulate literally means to put into words, which anchors the meaning about giving words to one's understanding.
Watching an expert is the entry point of the model and independent searching with verification is its far end, so those two meanings sit at the two ends of the sequence.
The two methods of the model not used in this item are coaching, where the teacher watches the learner practise and offers hints and feedback, and reflection, where the learner compares his or her own performance with the expert's.
The matching that follows is A-III, B-I, C-IV, D-II.