Dimension: Explicit strategy instruction
DefinitionThe explicit strategy instruction is characterized by the fact that the strategic character of the learning strategy is clearly recognizable. This suggests that the students recognize the learning strategy as such and can adopt it for their own learning actions. It is clear that the teacher wants to specifically introduce the students to the use of a strategy. This can be done in different ways: -Teacher names the strategy or uses a synonym for strategic action (e.g., teacher refers to a strategy/trick/tip or names a specific strategy such as a plan/chart/key points, etc.). AND/OR -Teacher explains the strategic nature of the learning strategy by a) naming the benefits of the strategy, b) naming the possibilities of transferring the strategy to other tasks/situations, or c) encouraging metacognitive reflection on this strategy or learning strategies/self-regulation.
ZielgruppeLehrkräfte
KonstruktzuordnungEinsatz und Variation verschiedener Lehr-Lernmethoden
UrsprungEigenentwicklung
Veröffentlichungsdatum28.10.2025
Items der Skala
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| I also have some sentences that go with what you have written.” Teacher reads out sentences and puts them on the overhead projector with the other material. |
| So that you can divide the time, I will set a clock. You have this long, please divide your time. |
| I'll move your table up a bit, so you'll have room to work. |
| This is still new and unfamiliar to all of you, but that's why you practice it, and the more you practice it, the easier it will be for you. |
| I would like to do a thumb test with you. Did you like the station work? ...Did you like it (thumbs up), did you kind of like it (thumbs in the middle), did you not like it (thumbs down)? |
| Before we start, please take a look at your tables: Do you have everything you need? Do you need everything that is there? Prepare the table in such a way that there is really only what is needed. This will also help you to concentrate. |
| Who can explain to me again why it can help to make a plan before working? And how would we do it for our weekly theme? It's a bit different from the last assignment, but it works in a similar way. Does anyone have any ideas? |
| Do you have any ideas what you could do if you don't feel like doing homework at all? Who has tricks for getting your act together again in such a situation? |
| Mark the important things, otherwise you won't remember it afterwards. Then you'll find it faster. |
| You know how to write it: Make very short sentences, then it's easier. |
| “What could have caused the group to not be completely finished? Everything they have done is correct. Who has a tip?” (L. summarizes S.'s contribution:) “It might have been easier to use bullet points. Then you might have had enough time. Otherwise, you did everything right and perfectly.” 2. “Would a table have helped you?” |
Gehört zuUnterrichtsbeobachtung (Ratingmanual): Assessing How Teachers Enhance Self-regulated learning (ATES)