A separation between learning and doing. I speculate the possibility of those many that speculate learning as an integral of doing. and coincidentally the authors happen to take a “speculative” approach (they just like me for real).
Where I really start to get on board with this idea is the point when the authors get into comparing syntax of math word problems and the studying of a dictionary. I can relate to this statement but at the same time its effects are just a more intense version of them mentioning that it sucks to read a dictionary.
In the section “apprenticeship and cognition” I was able to see a relationship to Posners method for conceptual development in learning. They state that the first thing a coach will do is demonstrate their tacit knowledge to the student. This reminds me of the portion of conceptual framework where the student must find a knew idea “intelligible”. This may not be so related as I originally thought but it seems that both methods of teaching demand some sort of respect for the information and it seems that apprenticeship is a more tangible example of this.
I too got on board with this framework when they used the vocab/dictionary example. It makes so much sense that you learn better when you can do things compared to just reading about it. I can think of many times that “learned” something in school and then forgot it right away because it was so abstract.
I also agree with you and Nick’s assessment of the similarities and differences between this week’s reading and Posner et al.
Brett, I can kinda see the link you’re making between Posner and Brown et al., as I also thought I saw some parallels. I had thought both of the frameworks were similar in the sense that they both make apparent that you shouldn’t discount students’ previous knowledge. Brown et al. say this on a larger scale, as they feel that you cannot disregard the different cultures that learning takes place in because it shapes students’ knowledge, where Posner says it more succinctly in that educators shouldn’t discount their student’s prior knowledge. I feel that Brown et al. are taking a much more “grand scheme” approach with their research which leads them to focus on cultures of learning and how knowledge is built in all situations.