One source for ideas about effective learning environments discussed is how individuals learn in traditional apprenticeships. They noticed that school curricula tend to be a specification of practice, whereas apprenticeships arrange opportunities FOR practice. There are several characteristics of traditional apprenticeships learning including:
- Work as the driving force (progressive mastering of tasks not as a step toward a distant, symbolic goal such as a certificate), but for it’s immediate value in getting work done. 
- Mistakes are less costly.
- Learning is focused on bodily performance (involves ability to do something rather than talk about it)
- Standards of performance are embedded in the work environment 

Pace University

Two models of teaching that were used in the past, and could be used today in replacement of the classroom model for more effective learning is the traditional apprenticeship learning model and Ideal learning environments. Both encouraged more active learning which had a greater result in students understanding. 

How do we design effective learning environments?

The guild system was a dominant form of organizing artisanal production in pre-capitalist economies, particularly in medieval European towns. Guilds were associations of artisans or merchants who controlled the practice of their craft in a particular area. They regulated production standards, set prices, controlled entry into the trade through apprenticeships, and provided social and economic support for their members. This system emphasized quality and stability over competition and large-scale growth.

The Guild System

Berryman, Sue E., Designing Effective Learning Environments: Cognitive Apprenticeship Models, Colombia University, New York Institute on Education and the Economy, September 1991.
https://files.eric.ed.gov/fulltext/ED337689.pdf 

Reference for Designing Effective Learning Environments: Cognitive Apprenticeship Models 

Traditional Apprenticeship Learning 

The Collins, Brown, and Newman model has four building blocks-”content”, “methods”, “sequence”, and “sociology”- and together they define an effective learning situation with very different classrooms and roles for teachers and students. 


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