Four teacher roles for regulating the transfer of learning functions: diagnostician, challenger, model learner, activator¶

Strategy · All strategies
Evidence · 2 claims (2 mixed) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article specifies four roles teachers take in process-oriented teaching. As diagnostician, the teacher assesses which learning strategies students master; as challenger, "Teachers have to challenge students to try out new learning and thinking strategies", for example by assigning tasks students cannot do well with their habitual strategies; as model learner, the teacher demonstrates strategies by thinking aloud, making covert activities overt; as activator, the teacher prompts students to employ strategies once they understand them.

Design Implications¶

Context¶

Requirements¶

• Adequate diagnosis of students' learning and thinking strategies is described as a necessary condition to avoid destructive frictions

Constraints¶

• Constructive friction through challenge is recommended after strategies have been modeled in some way, per the article's example of asking good memorizers to engage in critical processing

Target Learners¶

• upper secondary and higher education students

Target Learning Goals¶

• development of self-regulated use of learning and thinking strategies

Claims¶

• Most teacher–student regulation combinations produce friction rather than congruence, with constructive and destructive forms [~W]
• Mathemathantic effects: instruction can deteriorate learning when it takes over strategies students already master [~W]

Related Strategies¶

• Match shared-control teaching to intermediate student self-regulation skill
• Position the language teacher as diagnostician, prescriber, motivator, and evaluator of student production

Examples¶

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Key Sources¶

• Jan D. Vermunt, Nico Verloop. (1999). Congruence and friction between learning and teaching. Learning and Instruction 9, 257–280. http://hdl.handle.net/1874/18753