Thinking processes are overt. Learners are actively engaged. The instructor models successful learning strategies. The transition from modelling by the expert to activation by learners is made explicit. Strategies are embedded in domain-specific instruction.
Learners observe, integrate and self monitor as they learn.
Adoption of these particular strategies has been found to lead to self-regulated learning and illustrate ways to resolve the paradox of how to promote independent learning without depriving students of the opportunity to learn appropriate strategic skills. In conclusion, for teachers there must be awareness of how beliefs that students hold towards learning may undermine attempts to teach self-regulatory processes. Furthermore, dependent student-teacher interactive patterns may result from misinformed expectations and do not encourage independent learners. Cognitive coaching presents a teaching approach and a perspective on learning that has proved successful in university contexts. Unpacking the expert to teach the novice.