TEACHERS AND PUPILS JUDGMENT ON LEARNING- STRATEGIES

In individual sessions pupils in grades five to ten named learning str ategies to improve understanding and memorizing text contents based on thematic texts. Moreover they estimated further strategies for their frequency of use. Parallel, the teachers reported how often they instr ucted their students to implement these strategies and how they evalua ted their efficiancy. The study was based on german intermediate and s econdary schools, grades six and nine. The students have at their disp osal only a relatively limited repertoire of strategies, which depends on age and school type. For teachers the number of strategies impleme nted more often was somewhat larger, however, here too it lacks such m ethods, which are known to be efficiant. The discrepancy between the a ctualized and those strategies, which are known to enhance learning, i s discussed.