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Students learn at different levels. They carry out learning activities to bridge the gap between what they already know and what they still need to learn. Learning activities include attending classes, doing exercises, studying material, etc. During these learning activities, students use cognitive processing. In the first two steps in the learning process, students mainly use cognitive activities such as:

Remember or look up,
Selecting,
Name or describe,
Analyze,
To repeat,
Memorize,
Reproduce,
Concretize,
and Apply.
In addition to these cognitive activities, the following steps also use activities such as:
Relate,
Make connections,
Structuring,
To link,
Forming patterns,
and Critical processing.

Each learning step describes what the role of the teacher could be. These learning steps do not have to be completed for every part or at every level. An evaluation will often take place after step 2. However, even in simple sub-activities, such as learning a list of words, the intention is that these words can be applied in new situations. Moreover, they must be applicable outside the school context in general real-life situations. The steps are:

Gaining knowledge
Applying
Gaining insight
Synthesis
Evaluation

The first two steps involve processing information. With the newly acquired knowledge from step one, it is possible to apply the new knowledge in known, familiar situations. The third step is a consequence of the first two. Insight is created by acquiring, selecting, analyzing and applying knowledge. To apply knowledge in new situations, the insight from step three must be used to make a synthesis that leads to new insight, after which application in unknown situations can follow. That is the synthesis from step four. Finally, there is evaluation.

Step 1 Gain knowledge

The student

The student takes note of new information. (see acquiring knowledge) The information is compared in working memory with existing knowledge in long-term memory. He recognizes whether it is new or already known information. This is an important moment, because if the student does not attach importance to the new information and is not involved in it, his working memory filters out the information. In order to become acquainted with information, the student must make connections between:

Existing knowledge and new information
The different parts of the course material
The different parts and the whole

The teacher

The teacher's activities in this phase are: activating prior knowledge, teaching new knowledge, giving examples, focusing and sustaining attention. He also has the opportunity to involve the student interactively in the teaching material. Selecting The student must filter the information and thus reduce large amounts of information to the most important parts. He selects information and uses cognitive strategies. Part of this process occurs unconsciously. AnalyzingTo be able to make connections, the student must analyze the information. The student splits the information into parts and examines which aspects can be distinguished for each part. He then connects the components of the different information flows. The teacherThe role of the teacher is to provide the students with the right cognitive strategies and to point out certain knowledge patterns. Then his role is to help the students connect the parts together. In this step, the teacher's role is very active, both with regard to the subject matter and the learning process.

Step 2 Apply 1

The Student

The student applies old knowledge and the new information in a familiar situation. Typical cognitive processes in this phase are:

To repeat
To practice
Concretizing: that is, making concrete representations of abstract information.
Memorization: memorizing individual information by repeating it sufficiently
Anchoring the new knowledge

The teacher

The teacher provides the right exercise material. He ensures that students get started with it and he provides feedback on the student's results.

Step 3 Gain insight

The student

The student now has to structure the information. That is, bringing both existing and new information into an organized whole by integrating existing knowledge with newly acquired knowledge. He brings the parts together into something new. This is a difficult step for adolescents. They are less able to abandon certain insights or a certain familiar approach.

The teacher

The role of the teacher in this step must therefore be initiating and especially motivating with the aim of encouraging students to get started with the new approach. At the end of this step, a student can summarize, give an explanation, say something in show your own words, give examples (see examples), and explain the broad outlines.

The role of the teacher is not only to point out these activities to the students, but to activate the students to carry out these activities. The role of the teacher is still active, but more with regard to the process than to the subject matter.

Step 4 Synthesis and applying 2

The student

The students use the information processed into new knowledge in an unknown situation and solve a problem. They can think critically with the teacher, with other students and with other sources of information. This way they can have their own input. They have learned not to simply believe everything that is written or told. The students' activities are of a higher cognitive order such as: proposing a solution, demonstrating that it is a good solution, showing how the plan arrives at the solution, providing evidence for the conclusions and implementing the plan.

The teacher

The role of the teacher here is to guide the process and provide feedback during and after the process.

Step 5 Evaluation

The student

The studentgives a substantiated judgment. He can make a decision based on his knowledge.

The teacher

The role of the teacher is to provide feedback on the student's decision or choice. This step is no longer a group process, but one-on-one communication between student and teacher.