DEVELOPING UNIVERSAL LEARNING ACTIVITIES IN PRIMARY SCHOOL STUDENTS THROUGH A FUNCTIONAL INSTRUCTIONAL MODEL

Abstract

This article proposes a functional instructional model for developing universal learning activities in primary school students. These activities are understood as transferable processes that enable children to set learning goals, select strategies, cooperate with others, and evaluate their progress. The model connects learning objectives, task selection, classroom interaction, and formative assessment within a recurring instructional cycle. It combines teacher modelling, guided practice, collaborative work, and individual reflection. Particular attention is paid to selecting tasks that require students to explain their reasoning and apply familiar strategies in new situations. A classroom example illustrates how the model can be incorporated into primary science lessons. The article is conceptual and does not report experimental findings. It outlines observable indicators and a research design for evaluating the model in classroom practice.