Technical Report · January 007 citations reads 320,648 author: Some of the authors of this publication are also working on these related projects

Memorization tasks: 
students reproduce the previously presented 
information. 

Routine and proceeding tasks: 
students make use of a standardized 
formula or algorithm in order to create an answer. 

Comprehension tasks: 
students can deploy three types of behavior. They 
can acknowledge a previous presented version of information, make use 
of proceedings in order to solve new problems or decide between several 
proceedings and create new inferences of the presented information. 
Rosenshine and Meister (1992) propose a simple classification based on activities, 
distinguishing between well and badly structured tasks. Among well structured tasks, the final 
outcome is invariable and very easy to assess. Among badly structured tasks, students must 
interpret, transform and modify orientations given by the teacher in order to carry out the task. 
Zahorit (1994) manifests that well structured tasks have the goal of acquiring knowledge and are 
based on a learning behaviorism conception, while badly structured tasks have the goal of 
organizing the inner knowledge of students and are supported with a learning constructive 
conception. 
In our national sphere, Azcárate (1999) proposes a set of activities of different 
nature and with different teacher intervention levels: 

Closed activity program with a certain degree of organization: 
usage 
of activities and problems. It is referred to the proposals in which the 
theory verifies itself with the practice, work, or even activities that 
represent a constructive sequence but are organized by the teacher. 

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
Open activity program and with a flexible degree of organization:
set 
of spontaneous activities that are prepared regarding students’ interests. 
Among all the classifications about the teaching/learning activities proposed, the 
one that best suits our conception is the following: