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It is important to understand where a student is in the levels of generalization so teachers can better incorporate scaffolding that is targeting at expanding the student's confront zone. This is done through challenging the student just enough to push them towards the next level without over challenging them. Understanding where different parts of the class is in the levels of generalization can help to segment the class during group/independent work so teachers can appropriately target students that need additional assistance or to challenge those at a higher level.

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Students move from understanding the how and why to starting to understand the deeper questions behind the process. Students start to understand how to apply the information or process in real world scenarios.

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Starts to understand the how and why behind the concept. They gain a deeper level of understanding beyond the process.

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Students understand not only the process, the how and the why, but they also understand higher level questions and concepts behind the process. They not only understand which process to follow, they know how to follow it and why they need to follow it. They can also understand how the process changes based on finer details and they can ask high level complex questions. Not all students will achieve this level.

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Students start to understand the why and how behind the process, but only understands base level information. This means they know which process to follow, how this process is different than another, and why they must use this process. Most students will arrive at this level and this is considered the learning target.

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Students understand that they must follow a certain process for a certain problem, but not why or how. This is often the first step of learning since when a student is introduced to a new concept, they do not always understand the finer details behind it at first. They understand that they need to do this process for this situation, but not why or how to mold it to the situation.