INSTRUCTIONAL DESIGN FOR DEEP APPROACH TO LEARNING: PEDAGOGICAL INTERVENTION IN LEARNING PROCESSES THROUGH THE APPROACH-IN-PROCESS TEST VERSION 2 AND ITS SCORING GUIDE

Active methodologies alone do not guarantee deep approach to learning. This article presents an instructional design framework that enables direct pedagogical intervention in learning processes through the Approach-in-Process Test Version 2 (TAEPv2) and its Scoring Guide. Unlike conventional approaches that focus on student activity, our framework emphasizes intentional lesson construction targeting six deep approach behaviors: (1) describing concepts with own words and detail, (2) creating concrete examples, (3) constructing relational schemas, (4) deepening understanding of taught content, (5) detecting possible misunderstandings, and (6) designing challenging exercises. We demonstrate this framework through a lesson sequence on "Adapted Business Model Canvas for Generating Quality Activities by Adolescents," showing how the Scoring Guide transforms pedagogical practice by requiring teachers to: (a) explicitly delimit fundamental properties of key concepts, (b) establish essential conceptual relationships, (c) design activities that directly promote deep approach behaviors, and (d) intervene systematically in students' learning processes. The framework represents a paradigm shift from activity-centered to process-centered instruction, offering educators a rigorous methodology for transforming pedagogical intentions into concrete interventions that foster conceptual understanding and deep approach to learning.