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.
Student approaches to learning and studying .
Situated cognition and the culture of learning. Developing Lifelong Learners Through Undergraduate Education . Australian Government Publishing Service. Australian Government Publishing Service. Rethinking University Teaching .