Self-regulated learning (SRL) helps students take charge of their own learning by planning, monitoring, and adjusting their efforts, yet many teachers struggle with how to effectively teach and support SRL in their daily instruction. In a 2020 article, researchers from Germany and the Netherlands suggested two practical strategies: the direct approach, where teachers explicitly teach SRL skills—such as showing students how to set goals, use strategies, and reflect on their progress—and the indirect approach, where teachers create a classroom environment that encourages SRL through group work, real-life problem-solving activities, and engaging challenges.
The researchers analyzed 17 observational studies of teacher-student interactions in K-12 classrooms, conducted between 1990 and 2019, to better understand how SRL is supported in practice. The findings revealed that while many teachers naturally foster SRL by creating supportive environments, they often focus more on teaching cognitive skills (like memorization or problem-solving) and less on metacognitive skills (like planning and self-reflection). Planning is frequently overlooked. Without direct guidance, even the most supportive learning environments may not lead to better SRL outcomes—and in some cases, they may even hinder progress.
To help students succeed, teachers can take simple but effective steps: clearly explain how and why SRL strategies work, provide regular opportunities for students to practice planning and reflecting, and design lessons that encourage active engagement. For example, teachers might start by modeling how to break down a complex task into smaller steps, then have students work in groups to solve a real-world problem while reflecting on their progress. By combining clear instruction with a supportive classroom environment, teachers can empower students to become more independent and confident learners. These insights, drawn from decades of classroom research, offer practical guidance for educators looking to integrate SRL into their teaching practices.
Source (Open Access): Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0