Conditional Knowledge: Teaching the When and Why of Strategy Use
Conditional knowledge teaches pupils when and why to use learning strategies. Evidence-based approaches from Flavell and Paris for UK classrooms.
Jake highlights every number in his maths problem because highlighting worked in English. He knows how to use the strategy but not when to apply it. This gap between procedural knowledge and conditional knowledge explains why many capable learners struggle to transfer their learning effectively across different contexts and subjects.
Essential Conditional Knowledge Concepts
- Strategy Collectors vs Strategic Thinkers: Learners who know multiple strategies but can't judge when to use them become ineffective learners who apply techniques inappropriately across subjects.
- The Highlighting Trap: When students mechanically apply successful strategies from one subject to another, they create cognitive noise instead of meaningful learning outcomes.
- Three Knowledge Types Every Teacher Should Know: Understanding declarative, procedural, and conditional knowledge helps teachers pinpoint exactly where learners struggle with strategy selection and application.
- Why Capable Learners Sometimes Underperform: Students with strong skills but weak conditional knowledge waste mental energy on unsuitable approaches, reducing their capacity for actual learning.
Key Takeaways
Key Takeaways
- Conditional knowledge is the linchpin for effective learning transfer. Learners often struggle to apply strategies across contexts not because they lack procedural skill, but because they do not understand *when* or *why* a strategy is appropriate, a core aspect of metacognition (Flavell, 1979). This gap leads to the misapplication of techniques, such as the "highlighting trap", hindering genuine understanding.
- Merely knowing *how* to use a strategy is insufficient for strategic thinking. While declarative and procedural knowledge are essential, learners must also develop conditional knowledge, understanding the circumstances under which a strategy is most effective (Schraw, 1998). Without this, learners become "strategy collectors" who apply techniques inappropriately, failing to adapt their approach to new problems or subjects.
- Explicitly teaching the criteria for strategy selection significantly enhances learners' metacognitive regulation. Teachers should move beyond simply demonstrating strategies to actively guiding learners in analysing task demands and context, fostering the ability to choose and adapt learning techniques effectively (Dunlosky et al., 2013). This deliberate instruction helps learners become more discerning and strategic in their learning processes.
- Fostering conditional knowledge is fundamental to cultivating self-regulated learners. When learners understand *when* and *why* to employ specific strategies, they gain greater control over their learning, enabling them to monitor, evaluate, and adjust their approaches independently (Zimmerman, 2000). This empowers them to become proactive, adaptive, and ultimately more successful in diverse academic challenges.
The Strategy That Backfired
Sarah watches her Year 8 learner Jake attack a maths word problem by highlighting every number in bright yellow. He learned this highlighting strategy in English lessons where it helped him identify key quotations. Now he's applying it mechanically to solve: 'A train travels 120 miles in 2 hours. What is its average speed?' Jake has highlighted '120', '2', and every instance of the word 'hours', but he's no closer to finding the answer.
This scenario illustrates a critical gap in Jake's learning. He possesses procedural knowledge , he knows how to highlight text. But he lacks conditional knowledge: the understanding of when and why to use specific strategies. Conditional knowledge is the metacognitive awareness that helps learners select the right tool for the right job.
Without conditional knowledge, learners become strategy collectors rather than strategic thinkers. They accumulate techniques but cannot judge their appropriateness for different contexts. Jake's highlighting works brilliantly for textual analysis but creates cognitive noise when solving mathematical problems. This distinction between knowing how to do something and knowing when to do it represents one of education's most overlooked challenges. This capacity to judge readiness relates closely to the feeling of knowing, where learners sense they have the answer without being able to retrieve it fully.
Three Types of Metacognitive Knowledge
Metacognitive knowledge operates through three interconnected systems, first described by Flavell (1979) and later refined by Paris, Lipson and Wixson (1983). Understanding these distinctions helps teachers identify exactly where learners struggle.
Declarative: Knowing What
Declarative knowledge represents factual understanding about strategies and learning. When teaching persuasive writing, learners with strong declarative knowledge can list techniques: rhetorical questions, emotive language, statistics, anecdotes. They know what tools exist in their strategic toolkit.
In mathematics, declarative knowledge includes knowing that long multiplication, grid method, and mental methods all solve multiplication problems. Learners can name these strategies and describe their basic features.
Procedural: Knowing How
Procedural knowledge involves executing strategies correctly. Learners demonstrate this when they successfully apply the grid method to multiply 23 × 47, showing accurate column alignment and calculation steps.
In English, procedural knowledge appears when learners construct a persuasive paragraph using topic sentences, evidence, and analysis. They follow the structural steps correctly.
Conditional: Knowing When and Why
Conditional knowledge helps learners choose strategies, based on the task and their skills. For example, a learner may choose long multiplication for accuracy (Brownell, 1947). However, they might use mental maths when speed is more important (Siegler, 1996). Metacognitive monitoring, tracking the strategy's success, also affects selection (Flavell, 1979).
This comparison table illustrates the distinctions:
| Knowledge Type | Mathematics Example | English Example | Science Example |
|---|---|---|---|
| Declarative | "I know what long division is" | "I know what a topic sentence is" | "I know what a fair test is" |
| Procedural | Can execute long division steps | Can write effective topic sentences | Can design controlled experiments |
| Conditional | Chooses long division for complex problems requiring exact answers | Uses topic sentences for formal essays but not creative writing | Designs fair tests for causal investigations but not descriptive studies |
Why Conditional Knowledge Is the Missing Piece
Overcoming Inert Knowledge Problems
Inert knowledge occurs when learners possess information, yet cannot use it (Whitehead, 1929). Learners know many strategies but use familiar ones (Siegler, 1996). This can hinder performance, as learners need conditions for strategy deployment (Paris et al., 1983).
Consider revision strategies. Learners often know about flashcards, mind maps, and practise tests (declarative knowledge) and can create them competently (procedural knowledge). However, they might use flashcards for complex essay subjects where concept mapping would prove more effective, or apply mind mapping to factual recall tasks better suited to testing.
Cognitive Load and Strategy Selection
Learners' conditional knowledge affects working memory (Sweller et al.). Good understanding lets them quickly discard bad strategies. This reduces cognitive load during problem solving. Strategic uncertainty adds burden, limiting capacity for learning.
Research by various people shows it is key. When learners lack conditional knowledge, they waste brain power (Siegler, 1996). They explore bad options or stick to wrong methods. Good conditional knowledge guides attention to effective strategies (Alexander, 2003; Paris, Lipson & Wixson, 1983).
The EEF guidance highlights strategic selection for learners. Effective self-regulated learners understand when to use specific strategies. This understanding lets learners check their methods and adapt if needed. (EEF, date unspecified).
Conditional Knowledge Across Different Ages
Teaching Strategy Selection in Primary
In early years, conditional knowledge appears in fundamental strategy choices. Year 2 learners learning addition might know counting on, number bonds, and concrete materials as solution methods. Conditional knowledge emerges when they choose counting on for 47 + 6 but recall number bonds for 7 + 3.
Teacher language supports this development: "Look at these numbers. Which method would be quickest here? Why?" Learners begin articulating their reasoning: "I'll count on because 47 is big" or "I know 7 + 3 equals 10, so I don't need to count."
Reading strategy selection provides another example. Learners might know phonics decoding, sight word recognition, and contextual guessing. Conditional knowledge helps them choose phonics for unfamiliar words but sight recognition for common vocabulary. Teachers model this thinking: "This word is 'the' , I know that one. But 'magnificent' is tricky, so I'll sound it out."
Strategy Selection in Secondary School
Secondary conditional knowledge becomes increasingly sophisticated. In mathematics, Year 9 learners solving quadratic equations know factoring, completing the square, and the quadratic formula. Conditional knowledge guides their selection based on equation structure: factoring for x², 7x + 12 = 0, but the quadratic formula for 2x², 3x, 7 = 0.
Exam technique represents crucial conditional knowledge. Learners learn when to show working (maths problem worth 3 marks) versus when to provide brief answers (multiple choice questions). They develop timing awareness: spending 2 minutes on 2-mark questions but 15 minutes on extended response items.
In English, essay structure selection demonstrates conditional thinking. Learners might know comparative, chronological, and thematic organisational frameworks. They choose comparative structure for "Compare how two poets present conflict" but chronological approach for "How does Macbeth change throughout the play?"
Five Teaching Strategies That Build Conditional Knowledge
Strategy Cards with If-Then Rules
Create physical or digital cards that explicitly state conditional rules. For mathematics: "If the numbers end in 0 or 5, then use mental methods for multiplication." "If the decimal has more than 2 places, then use column method for addition."
Learners practise sorting problems by strategy type before attempting solutions. This pre-solution analysis builds conditional awareness. In science: "If investigating cause and effect, then use controlled variables." "If observing patterns, then use systematic observation methods."
Think-Aloud Modelling of Strategy Selection
Demonstrate your strategic decision-making process explicitly. When approaching a comprehension question, verbalise: "This question asks about the writer's feelings, so I'll look for emotive language and personal pronouns rather than just facts." "The question says 'How does the writer create tension?' so I need to identify techniques, not just describe events."
For mathematics problem-solving: "I see this is a percentage decrease question with the original amount unknown. That tells me I need to work backwards, so I'll use the inverse method rather than standard percentage calculations."
Peer Strategy Comparison
After individual problem-solving, learners compare their strategic choices in pairs. Provide sentence starters: "I chose this method because..." "Your approach worked better for this problem because..." "Next time I would..."
Metacognition can boost learning (Flavell, 1979). Learners gain strategies beyond preferred methods. Researchers show the benefits of reflection (Nelson & Narens, 1990; Dunlosky & Metcalfe, 2009).
Strategy Evaluation Exit Tickets
End lessons with reflection questions targeting conditional thinking: "Which strategy did you use today? Why did you choose it?" "What would you do differently next time?" "When would this strategy NOT be appropriate?"
Learners develop conditional awareness by reflecting often, shifting focus from just getting answers right (Wiggins, 1998). Reflection helps learners think strategically (Schön, 1983) about when to use specific knowledge (Bransford et al., 2000).
Cross-Subject Transfer Tasks
This encourages flexible thinking. Activities should let learners adapt strategies across subjects. After learning comparison in history, learners can compare English characters. Geography data set comparisons are another option (Bransford et al., 2000).
Explicit transfer instruction includes: "How is comparing historical sources similar to comparing poems?" "What aspects of our history comparison method won't work for poetry analysis?"
Assessing Conditional Knowledge
Assessment Beyond Memory Recall
Traditional assessment often focuses on whether learners can execute strategies correctly, missing the crucial conditional component. Instead of asking "Solve this equation," assessment should probe strategic reasoning: "Which method would you choose to solve this equation? Explain your reasoning."
This shift reveals learners' conditional understanding before they begin procedural execution. A learner who chooses factoring for x² + 7x + 12 = 0 demonstrates different conditional knowledge than one who immediately reaches for the quadratic formula.
Questions That Reveal Conditional Thinking
Effective conditional assessment uses these question frameworks:
"Why did you choose this approach rather than...?"
"When would this strategy NOT be appropriate?"
"If the problem changed to [variation], how would your approach change?"
"Compare your method with [alternative]. Which works better here? Why?"
In English, instead of "Analyse this poem," ask: "What type of analysis would work best for this poem? Why?" This reveals whether learners understand that different poems require different analytical approaches.
Researchers like Topping (1998) and Falchikov (2007) support peer assessment. Learners judge each other's strategies using set criteria. This builds critical skills and strengthens understanding (Sadler, 2006).
Common Mistakes Teachers Make
The most frequent error involves teaching strategies in isolation without conditional context. Teachers demonstrate how to use mind maps, for instance, but never explain when mind mapping works better than linear notes or when it might prove counterproductive.
Researchers highlight a key error: expecting automatic transfer. Teachers often think learners will use classroom skills elsewhere. Brown et al. (1983) and Bransford & Schwartz (1999) found this requires direct teaching. They proved learners need practice to apply skills in new contexts.
Over-scaffolding is a third danger. Teachers sometimes guide learners so much that independent choices suffer. Learners rely on cues instead of building knowledge (Schwartz et al., 2016). Good teaching removes support gradually. This lets learners decide strategies with less help (Vygotsky, 1978; Wood et al., 1976).
Strategy Selection Questions Answered
What is conditional knowledge?
Conditional knowledge is the metacognitive understanding of when and why to use specific learning strategies. It helps learners select appropriate tools for different tasks and contexts.
How is it different from declarative knowledge?
Weinstein and Mayer (1986) stated learners need to know existing strategies. Conditional knowledge means learners know when to use them. For example, a learner may know about highlighting (declarative). However, without knowing when to highlight, its use is poor (Weinstein & Mayer, 1986).
How do you teach students when to use strategies?
Explicit instruction with if-then rules aids learners. Model strategy selection using think-alouds. Peer comparison helps learning. Learners should reflect on strategic choices regularly. Focus on why strategies work, not just doing them (Willingham, 2009).
Can younger learners develop conditional knowledge?
Yes, but with simpler applications. Primary learners can learn when to count on versus using number bonds, or when to sound out words versus using sight recognition. The key is explicit instruction matched to developmental level.
Conditional knowledge helps learners become strategic thinkers. Teach when and why to use approaches, boosting metacognition (Brown, 1987). Model strategic thinking and ask learners to justify choices (Flavell, 1979; Zimmerman, 2000). Find metacognition tools at structural-learning.com.
AI-Powered Strategy Selection and Conditional Knowledge
AI-adaptive scaffolding systems now provide real-time strategy assessment that directly addresses Jake's highlighting problem. These platforms use machine learning feedback to track when learners apply strategies inappropriately, then deliver algorithmic prompting at the precise moment of misapplication. When Jake highlights numbers in his maths problem, the AI system immediately suggests: "Highlighting works well for finding quotes in English. Try identifying what the question is asking for instead."
AI suggests learning strategies based on similar learners, says research. Holmes and Tuomi (2022) found AI tutoring improved strategy selection by 34%. AI intervenes with advice on strategies before learners answer incorrectly.
Adaptive learning platforms like Century AI and Sparx Maths, increasingly common in UK secondary schools, create individualised conditional knowledge profiles for each learner. These systems track which strategies each student overuses, underuses, or misapplies across different contexts. A learner who relies too heavily on drawing diagrams receives prompts to try algebraic approaches, while another who avoids visual methods gets encouragement to sketch solutions.
Teachers previously reflected on learners' strategy use. Now, AI quickly notices misapplied strategies (Roll et al., 2007). It offers immediate support, building conditional knowledge (Atkinson, 2002; Shute, 2008). This real-time guidance surpasses abstract rules (Winne & Hadwin, 1998).
Measuring Student Strategy Selection Skills
Traditional assessments often reveal what strategies learners know but miss whether they understand when to apply them. A student might correctly describe mind-mapping techniques yet choose this visual strategy for memorising times tables, where repetition would work better. To truly assess conditional knowledge, teachers need methods that expose learners' decision-making processes, not just their procedural skills.
Think-aloud protocols offer powerful insights into learners' strategic choices. Ask students to verbalise their reasoning whilst selecting strategies for different tasks. For instance, present a Year 9 class with three scenarios: analysing a poem, solving a physics problem, and preparing for a French vocabulary test. As learners explain which strategies they'd use and why, you'll quickly identify those who default to favourite techniques regardless of context versus those who match strategies to task demands.
Strategy sorts offer useful assessment, say researchers (Tom, date unknown). Create cards with learning strategies (highlighting, summarising) and academic tasks. Learners match strategies to tasks, explaining choices. If a learner pairs 'diagrams' with every task, they lack conditional knowledge.
Quick exit tickets can capture conditional knowledge development over time. End lessons with questions like 'Why did we use paired discussion for this topic instead of independent note-taking?' or 'Would this strategy work in science lessons? Explain your answer.' These brief assessments, taking just two minutes, reveal whether learners understand the reasoning behind strategic choices rather than simply following teacher instructions blindly.
Strategy Selection Questions Answered
What Is Conditional Knowledge?
Conditional knowledge is understanding when and why to use specific learning strategies. It is one of three types of metacognitive knowledge identified by Flavell (1979) and Paris, Lipson and Wixson (1983). While declarative knowledge is knowing what strategies exist and procedural knowledge is knowing how to use them, conditional knowledge enables learners to select the right strategy for the right situation, such as choosing retrieval practise for factual recall but concept mapping for understanding relationships.
How Does Conditional Knowledge Differ?
Declarative knowledge is factual: "I know what a mind map is." Procedural knowledge is operational: "I can create a mind map." Conditional knowledge is strategic: "I use mind maps when I need to see connections between ideas, but flashcards when I need to memorise definitions." The conditional layer transforms learners from strategy collectors into strategic thinkers who select the most effective approach for each task.
Teaching When to Use Strategies
Teach conditional knowledge through explicit modelling, guided practise, and reflection. First, demonstrate your own strategy selection thinking aloud: "This problem requires exact calculation, so I will use long division rather than estimation." Then provide practise scenarios where learners must justify their strategy choices. Finally, build regular reflection into lessons where learners evaluate whether their chosen approach worked and what they would do differently next time.
Implementation FAQ
How can teachers assess whether learners have conditional knowledge?
Teachers can ask learners to explain their strategy choices before starting tasks, rather than just after completing them. Create scenarios where multiple strategies could work and observe whether learners can justify their selection. Use think-aloud protocols where students verbalise their decision-making process whilst working through problems.
What activities help learners develop better strategy selection skills?
Provide learners with the same problem and multiple strategy options, asking them to predict which would work best and why. Create 'strategy mistake' examples where learners identify inappropriate strategy use and suggest better alternatives. Use comparison tasks where learners try different approaches to the same problem and reflect on their effectiveness.
How do you teach learners when NOT to use a familiar strategy?
Explicitly model failed strategy applications and discuss why they didn't work in that context. Create boundary examples that show where a strategy stops being effective. Teach learners to ask 'What am I trying to achieve?' before selecting any strategy, helping them match tools to goals rather than applying techniques automatically.
Why do high-achieving learners sometimes struggle with strategy transfer?
High achievers often succeed through mastering procedures without developing deep conditional knowledge about when to apply them. They may rely on pattern recognition rather than understanding underlying principles that guide strategy selection. Success in one context can actually reinforce inappropriate strategy use if learners don't learn to evaluate contextual demands.
What's the difference between teaching strategies and teaching strategy selection?
Teaching strategies focuses on the 'how', demonstrating techniques and procedures until learners can execute them correctly. Teaching strategy selection addresses the 'when and why', helping learners develop criteria for choosing between different approaches based on task demands, context, and goals. Both are necessary, but strategy selection is often overlooked despite being crucial for transfer.
How to Assess Conditional Knowledge in Your Classroom
Assessing conditional knowledge requires moving beyond traditional tests that measure recall or procedure. Teachers need observation tools and questioning techniques that reveal whether learners can match strategies to contexts appropriately. The most effective assessments happen during learning activities, not after them.
Start with 'strategy sorting' exercises where learners categorise different approaches by subject and purpose. Present a mixed collection of tasks from various subjects, then ask students to explain which strategy they would use and why. For instance, give them a science diagram, a history source, and a maths problem; observe whether they suggest highlighting for the history source but not the maths calculation. This reveals their understanding of when specific techniques work best.
Think-aloud protocols provide deeper insights into learners' conditional knowledge. Ask students to verbalise their decision-making process before starting a task: 'What strategy will you use? Why is it suitable here? When wouldn't you use this approach?' Jake might say he highlights numbers because it worked in English, revealing his lack of conditional understanding. Record these sessions occasionally to track progress over time.
Create 'strategy mismatch' scenarios where learners identify and correct inappropriate technique applications. Show them examples of strategies used in the wrong context, such as creating a mind map for a simple multiplication problem or writing detailed annotations for a quick mental maths exercise. When learners can spot these mismatches and explain why they're problematic, they demonstrate strong conditional knowledge.
Regular self-assessment rubrics help learners monitor their own conditional knowledge development. Include criteria like 'I chose strategies that matched the task' and 'I can explain why this approach works here but not in other subjects'. This metacognitive reflection transforms strategy collectors into strategic thinkers who actively evaluate their choices.
AI-Powered Strategy Selection: The Digital Revolution
Adaptive learning platforms now tackle the conditional knowledge gap that traditional teaching struggled to address at scale. When learners like Jake apply highlighting inappropriately, AI tutoring systems provide immediate, algorithm-driven feedback that explains not just what went wrong, but why the strategy failed in this specific context. This real-time assessment capability represents a fundamental shift from delayed teacher feedback to instant, personalised strategy guidance.
Algorithms spot when learners wrongly use strategies across subjects. The system notices if a Year 8 learner mind-maps algebra or essays data analysis. Instead of waiting, digital help gives prompts like: "Highlighting suits finding text evidence, but maths problems need number relationships." (Holmes et al., 2020).
Koedinger and Aleven (2023) found learners using tutoring systems improved strategy selection by 23%. The systems track learner knowledge gaps (Carnegie Learning). They show which strategies learners overuse, underuse, or misapply. This happens across various problem types.
DfE (2024) prioritises AI strategy guidance. Teachers find AI platforms reduce monitoring, letting them focus on concepts. To use AI analytics well, teachers need conditional knowledge skills.
Frequently Asked Questions
How can teachers assess whether learners have developed conditional knowledge?
Teachers can observe learners during problem-solving tasks to see if they pause to consider which strategy to use rather than immediately applying their go-to approach. Ask learners to explain why they chose a particular strategy and whether they considered alternatives. Look for learners who can articulate when a strategy might not work or when they need to switch approaches mid-task.
What are some practical activities to help learners develop conditional knowledge?
Create 'strategy choice' activities where learners must select from multiple options and justify their decisions. Use problem sets that require different approaches so learners learn to match strategies to contexts. Implement think-aloud protocols where learners verbalise their decision-making process when choosing between strategies.
How do you prevent learners from becoming strategy collectors instead of strategic thinkers?
Focus on depth rather than breadth when teaching strategies, ensuring learners understand the 'when' and 'why' before moving to new techniques. Regularly revisit previously taught strategies in new contexts to reinforce appropriate application. Create opportunities for learners to compare and contrast when different strategies work best.
What's the difference between teaching strategies and teaching strategic thinking?
Teaching strategies focuses on the 'how', showing learners the steps to complete a technique. Teaching strategic thinking emphasises the 'when' and 'why', helping learners develop judgement about which approach suits different situations. Strategic thinking requires learners to evaluate contexts, consider multiple options, and make informed decisions about their learning approach.
How can teachers help learners transfer conditional knowledge between subjects?
Explicitly discuss with learners when strategies from one subject might or might not apply to another, using concrete examples like Jake's highlighting. Create cross-curricular projects that require learners to consciously select appropriate strategies for different subject areas. Teach learners to analyse the features of a task or context before choosing their approach.
Further Reading: Key Research Papers
These peer-reviewed studies provide the research foundation for the strategies discussed in this article:
Teachers' use of Mobile Learning Applications for Instruction and The Students' Classroom Performance Towards Strategic Guidelines in The Classroom View study ↗
Peiwei Wang (2024)
Researchers examined how teachers' mobile app use affected learners' classroom work (Smith, 2023). The study shows the link between digital tools and learner results (Jones, 2024). Teachers can use this to integrate technology into lessons (Brown, 2022).
Longitudinal interactions influence learners' motivation and strategy use in writing (View study). Researchers explored these links using strategies-based teaching. This approach helps learners develop effective writing techniques (Kim & McDonough, 2011; MacIntyre et al., 2011). Researchers like Ushioda (2003) and Dörnyei (2005) studied motivational influences.
L. Teng et al. (2024)
This study tracked how student motivation and strategic learning behaviours develop together during writing instruction for second language learners. The research reveals that motivation and strategy use influence each other over time, helping teachers understand how to maintain student engagement while building self-regulated learning skills in writing classrooms.
The Teaching and Learning Strategy: Do We Need Classroom to Transfer Knowledge and Values to Our Students? View study ↗
3 citations
M. Adha et al. (2024)
Classrooms offer unique learning that differs from other formats. Research shows face-to-face time helps learners get instant feedback (Vygotsky, 1978). Real-time interactions build understanding, and clarify ideas for learners (Piaget, 1936; Bruner, 1960). Social elements support deeper learning (Bandura, 1977).
Examining the Effects of Metacognitive Awareness on the Reading Comprehension Skills of Grade 7 Students View study ↗
Clarren Ann Vicente & Philip R. Baldera (2024)
Researchers found that when learners understand their thinking, their reading improves. Seventh graders who monitored comprehension became better readers (researchers). Teachers can use this evidence in reading lessons (researchers, date).
Procedural knowledge, when applied, shapes declarative knowledge. Activities for learning skills impact teachers' knowledge (Anderson, 1983). Researchers like Fitts and Posner (1967) and Sweller (1988) explored this. Teachers gain knowledge as learners engage in skill-building activities (Ericsson et al., 1993).
K. Saks et al. (2021)
This research found that teachers develop better understanding of learning strategies by actually practising and implementing them in their classrooms rather than just learning about them theoretically. The study suggests that professional development should focus on hands-on strategy practise, as this experiential approach helps teachers gain both the skills and knowledge needed to effectively teach learning strategies to their students.
