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DTSTART;TZID=Africa/Lagos:20260423T163000
DTEND;TZID=Africa/Lagos:20260423T180000
DTSTAMP:20260815T105700Z
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SUMMARY:Understanding Cognitive Apprenticeship: Making Thinking Visible
DESCRIPTION:On 23 April 2026\, the Learning Community met for its second workshop on cognitive apprenticeship. Ric Campbell opened it with a confession most teachers will recognise: after forty years of teaching\, he has sat through a great deal of professional development that did him very little good. Quick\, prescriptive\, and hard to apply once the classroom door closed. This session set out to do the opposite\, to work through an idea together rather than hand over a technique. \nWhat we explored\nThe idea starts with a problem every teacher knows. You explain a mathematics problem clearly. The students nod. Then you set a similar problem\, and they cannot do it. The same happens with a story discussed as a class\, or a piece of historical reasoning. Researchers call this the problem of transfer\, and transfer is the truest sign that something has actually been learned. \nRic traced it to a single cause: we cannot do what we cannot see. A football coach can show a move. A tailor can show an apprentice how cloth is cut. But no one can watch a mathematician think\, or see a historian weigh a source. The thinking that does the real work in school subjects stays invisible\, so students are left to guess at it. \nCognitive apprenticeship\, developed from the work of Jean Lave and Etienne Wenger\, treats the teacher as the master and the student as an apprentice in thinking. The teacher’s job is to make the invisible visible: to think aloud\, to model the struggle rather than only the polished answer\, to show the false starts and the strategy. As Ric put it in the second workshop\, our task is to be the historian or the scientist we want our students to become\, and to let them watch how we work. \nWatch the full session\nThe complete workshop\, including the discussion with teachers from across the community\, is on our YouTube channel. \n \nWhat we read\n\nCollins\, A.\, Brown\, J. S.\, & Holum\, A. (1991). Cognitive Apprenticeship: Making Thinking Visible. American Educator\, 15(3)\, 6–11.\nLave\, J.\, & Wenger\, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.\n\nNext in the series\nLearning from Our Community: Stories and Strategies from the Classroom\nThursday 2 July 2026 \nThe third workshop changed shape. Instead of a facilitator at the front\, teachers from across the community shared what they had actually tried in their own classrooms\, and what happened. \nWatch the recap →
URL:https://teacherleaderinstitute.org/event/understanding-cognitive-apprenticeship/
LOCATION:Live on Zoom
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ORGANIZER;CN="Teacher Leader Institute":MAILTO:information@teacherleaderinstitute.org
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DTSTART;TZID=Africa/Lagos:20260219T163000
DTEND;TZID=Africa/Lagos:20260219T180000
DTSTAMP:20260815T105635Z
CREATED:20260815T033018Z
LAST-MODIFIED:20260815T105635Z
UID:6637-1771518600-1771524000@teacherleaderinstitute.org
SUMMARY:Student Engagement: The Key to Deep and Meaningful Learning
DESCRIPTION:On 19 February 2026\, teachers from Nigeria\, Uganda\, South Sudan\, Senegal\, Zimbabwe and the United States gathered on Zoom for the first workshop of the TLI Learning Community. It opened not with a lecture but with a riddle: name your country without naming it. The teapot-shaped country. The pearl of Africa. The land where the Nile begins. Within ten minutes\, the room had established what it was: global\, warm\, and not there to be taught at—a community of practice\, professionals learning from one another. \nWhat we explored\nRic Campbell began with a deceptively simple claim: if students want to learn\, they will. So the real question for a teacher is not how to make students learn\, but what creates motivation in the first place. \nThe session took that question into Self-Determination Theory\, developed by Edward Deci and Richard Ryan and tested across fifty years and dozens of countries. Its answer is economical. A learner needs three things: \n\nAgency: a sense of choice and control over their own learning.\nCompetence: the feeling that a challenge is hard but achievable.\nMeaning: a reason to care\, whether love of the subject\, a valued relationship with the teacher\, or the pleasure of working alongside others.\n\nBetween the theory\, the room wrote. Ric led three rounds of free writing\, then teachers shared stories of times they had been genuinely engaged as learners\, and found agency\, competence and meaning in every one. The session closed on the hardest problem in teaching: how to take abstract curriculum content and make a child actually want it. Ric answered it by doing it\, turning a lesson on the human skeleton into a question worth asking. \nWatch the full session\nThe complete workshop\, including the free-writing practice and the teachers’ own stories\, is on our YouTube channel. \n \nWhat we read\n\nDeci\, E. L.\, Ryan\, R. M.\, & Williams\, G. C. (1996). Need Satisfaction and the Self-regulation of Learning. Learning and Individual Differences\, 8(3)\, 165–183.\nRichard Elmore\, the instructional core\, from Instructional Rounds in Education.\nPeter Johnston\, Choice Words: How Our Language Affects Children’s Learning.\n\nNext in the series\nUnderstanding Cognitive Apprenticeship: Making Thinking Visible\nThursday 23 April 2026 \nIf students cannot see how thinking is done\, they cannot learn to do it themselves. The second workshop focused on cognitive apprenticeship: modelling not just the answer but the struggle and the strategy behind it. \nWatch the recap → 
URL:https://teacherleaderinstitute.org/event/student-engagement/
LOCATION:Live on Zoom
ATTACH;FMTTYPE=image/webp:https://teacherleaderinstitute.org/wp-content/uploads/2026/08/Feature.webp
ORGANIZER;CN="Teacher Leader Institute":MAILTO:information@teacherleaderinstitute.org
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