Dimension: Implicit strategy instruction
DefinitionIn contrast to explicit strategy instruction, implicit strategy instruction does not specify a strategy or which strategy is involved, nor does it specify the benefits or transfer possibilities of the strategy, nor does it stimulate the students' metacognitive reflection on their own learning behavior. Nevertheless, the strategic character of the learning action in question is clearly recognizable for the observer and it is obvious that the teacher aims at teaching a learning strategy. However, it remains unclear whether this is also recognizable for the students. Summary of implicit strategy instruction: -strategy is not named (neither the name nor synonyms) AND -utility, transfer, and metacognitive reflection are not addressed -instruction by the teacher probably stimulates strategic action of the students -awareness of strategies is (rather) not awakened by instruction.
ZielgruppeLehrkräfte
KonstruktzuordnungEinsatz und Variation verschiedener Lehr-Lernmethoden
UrsprungÜbernommene Skala
Veröffentlichungsdatum28.10.2025
Items der Skala
| Item-Formulierung |
|---|
| About text problems: The teacher writes on the board: “What is sought? What is given?” However, the teacher does not say that this is a strategy, and that this strategy makes it easier to solve text problems. |
| 1. Teacher draws cover sheet on the board and verbalizes procedure; 2. Teacher writes heading "Conjecture" on the board and advises the students to leave enough space so that they recognize the new heading as a conjecture. |
| “Now I'll tell you all you can learn about the eye” . Teacher introduces sequence of station learning. |
| Teacher holds up a bag: “Do we need this anywhere kids? No, we don't” . (Teacher puts the bag in the trash can). |
| The students should read rules or strategies for themselves (or write something down or glue in mnemonics at home) or read them aloud (from the book, from a slide, blackboard picture, etc.). In this way, a strategy is explained and named as such, but not by the teacher. |
| “And now? What do you want to do now? Then you look at your study plan again and check off: 9c.” (Task that S. has just worked on). |
| “Make sure you write down the things you have assigned and then put the things you no longer need in the box. For now, it's a matter of tidying up.” |
| "Today you should calculate these tasks alone and quietly by yourselves. You know how to do it." |
| For those who are unsure, lay it down first and then glue it on. |
| “We want to make an experiment about this today. Who can explain to us again how to do this so that it works?” |
| Then clean that up already so you can write. |
| And when you start with the text problem, first think about what could help you to solve them more easily. We learned something about that yesterday. |
| How do you search for your animal in books? |
| When you start with the stations, what do you always do first? |
| You don't need your whole kit. When you start, what do you need? |
Gehört zuUnterrichtsbeobachtung (Ratingmanual): Assessing How Teachers Enhance Self-regulated learning (ATES)