Classroom observation studies show that teachers provide only little direct strategy instruction, with strategy suggestions occurring in a small percentage of observed intervals¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Moely et al.'s observation study, teachers' suggestion of strategy use occurred only in 2% of the observed intervals. → Charlotte Dignath & Marcel V. J. Veenman 2021 q2 i? In Hamman et al.'s observation study, teachers spent only 9% of their instruction on strategies. → Charlotte Dignath & Marcel V. J. Veenman 2021 (2) q2 i? In Bolhuis and Voeten's observation study, teachers spent only 5% of their teaching time on process-oriented teaching. → Charlotte Dignath & Marcel V. J. Veenman 2021 (3)

Evidence¶

Charlotte Dignath & Marcel V. J. Veenman 2021¶

Charlotte Dignath & Marcel V. J. Veenman. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09534-0

q2 · i? · review · r2

Classroom observation study of 69 primary school teachers' strategy instruction in language arts and math classrooms. The review reports that "teachers ' suggestion of strategy use occurred only in 2% of the observed intervals", with metacognitive strategy instruction even smaller since not all coded strategies were metacognitive.

"The observations yielded that teachers ' suggestion of strategy use occurred only in 2% of the observed intervals."

Charlotte Dignath & Marcel V. J. Veenman 2021 (2)¶

Charlotte Dignath & Marcel V. J. Veenman. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09534-0

q2 · i? · review · r2

Observation study of type and frequency of strategy instruction adapted from Moely et al.'s instrument. The review reports that "Teachers spent only 9% of their instruction on strategies", with teachers most frequently recommending learning aids, metacognitive activity, and elaboration strategies.

"Teachers spent only 9% of their instruction on strategies."

Charlotte Dignath & Marcel V. J. Veenman 2021 (3)¶

Charlotte Dignath & Marcel V. J. Veenman. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09534-0

q2 · i? · review · r2

Classroom observation study in senior secondary schools coded for traditional, activating, or process-oriented teaching features. The review reports that "Teachers spent only 5% of their teaching time on process-oriented teaching", while more than 40% of teaching time activated students to work independently without explicit instruction in how to manage that autonomy.

"Teachers spent only 5% of their teaching time on process-oriented teaching."

Discussion¶

Related Claims¶

• Teachers' direct instructional support is associated with students' use of self-regulation strategies, while autonomy as indirect activation was negatively associated with reading performance — related
• Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare — related