Follow-up work often results in educational practice as a task represented in a bundle, without a specific goal. The following practical example contains a number of learning strategies that are reflected in self-regulating learning. Through this task, the teacher takes the pupils on a guided tour. In this case, the teacher acts as a mediator between the subject matter and the pupils.
At the start of the assignments, the pupils receive a document on which the working method was noted as well as an overview of tasks. First and foremost, the students have to select the assignments. They then carry out the assignment and evaluate themselves afterwards. The evaluation is incorporated in the reflection phase: self-evaluation, causal attribution, self-satisfaction and adaptive/defensive reactions.
