The purpose of this learning event is to determine the extent to which each student has achieved the learning objectives for the lesson. It is not enough to ask students whether they have achieved the result. The teacher should be able to objectively identify whether they have achieved the result. This can be done, for example, by a task whose performance shows that the student can do exactly what is mentioned in the attainable objective of the lesson. Only after the students have performed the task and determined whether it has been done correctly, can the teacher ask the students if they have achieved the result of the lesson by asking to base their response on the results of the last completed task. Thinking about learning is also happening at this stage. It can be promoted by asking students what and how they did in the lesson and how they could do it better next time. With these questions, we can actualise more productive forms of behaviour and cooperation, the most appropriate learning strategies for the situation and etc. [Skola 2030.lv]
At this point, the new knowledge or skills have been learned. The question is how to avert forgetting and how to strengthen the ability of a student to access learned knowledge at the needed moment when it will be necessary to use it in real, practical situations. In order to strengthen knowledge and to use it in practice, a number of things have to take place. They can take place not only at the end of the lesson, but in the learning events discussed above as well. Repeating what has been learned during the lesson and in the following lessons can be a useful practice and will appear as part of “Give the opportunity to use new knowledge” and “Give feedback” learning events. The transfer of knowledge to other contexts, by linking learning to other subjects or life situations, can help students to understand when to seek the knowledge or skills they have just acquired in their memory. The transfer of knowledge can already appear in the actualisation part, when we draw the attention of the student and link what we are doing today with previous knowledge, as well as the various examples and contexts that we give in the fifth learning event “Guided Learning.” The possibility of using new knowledge and skills in new contexts and situations can also help students. This can be promoted by giving students tasks where knowledge needs to be used in more creative or real-life connected situations. [Skola 2030.lv]