A task that covers a large part of the learning material and could motivate students is brought forward to start the education (reversal).
Education that starts with the introduction of a whole task ensures that students are substantively motivated for the learning material and that relevant prior knowledge is activated. Moreover, the whole task functions as a "coat rack" that gives meaning to the knowledge and skills to acquire by students in the context of the whole task.
Determine the core of the learning material. Select a whole task for which this material is needed and that is motivating for students. Take the task forward to start education. Formulate the task in language in "student-language" so that they immediately understand the task itself.
After the explanation (in this case about layers of the skin) the teacher gives a detailed example (i.c. about effects of skin care products).
This is followed by subtasks and students finally get to work with a whole task (i.e how deep must you prick) so that the tattoo remains visible forever?
The teacher starts with the introduction of the whole task (how deep pricking? - figure 1), about which students briefly think for themselves. This is followed by explanation (figure 2) and sub-tasks (figure 3), after which students themselves will execute the whole task (using the concepts from the explanation in a report - figure 4).