Match shared-control teaching to intermediate student self-regulation skill¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 2 studies (1 associational, 1 theoretical), q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article analyzes which teaching strategy fits which level of student self-regulation. Shared regulation yields congruence when students master a learning activity to an intermediate degree, constructive friction when they do not yet master it but can with guidance (compared to Vygotsky's zone of proximal development), and destructive friction when students already use the activity spontaneously. The article concludes the shared-control strategy "is best suited for those situations in which students have already acquired some skill in employing a particular learning activity, but have a need for further skill development".

Design Implications¶

Context¶

Requirements¶

• Teachers must know students' current mastery level of the relevant learning activity

Constraints¶

• It is less suited for students who already have expertise in the self-regulated use of particular learning activities; stimulating such students is described as superfluous and can irritate them

Target Learners¶

• higher education students, including higher vocational education students

Target Learning Goals¶

• developing skill in learning activities students use only partially or not spontaneously

Affordances¶

• Teacher Regulation Strong Shared Loose Control

Claims¶

• Mathemathantic effects: instruction can deteriorate learning when it takes over strategies students already master [+W]
• Most teacher–student regulation combinations produce friction rather than congruence, with constructive and destructive forms [+W]
• Children follow three distinct behavioral self-regulation trajectories (early, intermediate, and later developers) replicated across three samples [+W]

Related Strategies¶

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

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