<Li> Finally, authenticity is essential to apprenticeship . This is the establishment of a mental connection between the work of the student in a particular field and the comprehension of the greater public . An electrical engineer may understand the intricacies and challenges of computer panels, but this is only half of the required knowledge . They must also learn how most people perceive these panels and their interaction with them . From this understanding of the other end of spectrum, the engineer will better understand the achievement and thus authenticity of the community of electrical engineering . </Li> <P> The apprenticeship perspective includes a series of phases that help articulate the roles of the learner and teacher during the process of observing and enacting concepts . </P> <Ul> <Li> Phase I: Modeling--The complete act is observed and contemplated . This means that the smaller parts that make up the whole are not yet examined in depth . The observer first frames the larger experience and will be able to specify from there . "Modeling occurs in two parts: behavioral modeling allows learners to observe performance of an activity by experienced members to share "tricks of the trade" with new members" (Hansman, 2001, p. 47). The learner is using articulation and domain - specific heuristics in this phase (Brandt et al., 1993). </Li> <Li> Phase II: Approximating--In private or in non-critical scenarios, the observer begins to mimic the actions of the teacher . Through close guidance, the learner begins to articulate more clearly the teacher's actions . This phase allows the learner to try the activity and lets them think about what they plan to do and why they plan to do it . Then after the activity the learner reflects about the activity . They examine what they did in comparison to what the expert did . </Li> <Li> Phase III: Fading--The learner, still within the safety net, starts operating in a more detailed manner, playing within the structure that has been taught . The learner's capabilities are increased as the experts assistance decreases (Hansman, 2001). </Li> <Li> Phase IV: Self - directed Learning--The learner attempts the actions within real society, limiting him / herself to the scope of actions in the field that are well understood . The learner is performing the actual task and only seeking assistance when needed from the expert (Hansman, 2001). </Li> <Li> Phase V: Generalizing--The learner generalizes what has been learned, trying to apply those skills to multiple scenarios and continuing to grow in ability in the field . The learner uses discussion in this phase to relate what they have learned to other relevant situations (Hansman, 2001). </Li> </Ul> <Li> Phase I: Modeling--The complete act is observed and contemplated . This means that the smaller parts that make up the whole are not yet examined in depth . The observer first frames the larger experience and will be able to specify from there . "Modeling occurs in two parts: behavioral modeling allows learners to observe performance of an activity by experienced members to share "tricks of the trade" with new members" (Hansman, 2001, p. 47). The learner is using articulation and domain - specific heuristics in this phase (Brandt et al., 1993). </Li>

What is the progression of behaviors experienced by an apprentice
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