Galperin suggested that a learning activity comprises orienting, executive and control parts. The orienting part urges for careful planning of the learning activity, and the executive part ensures the performance of the learning activity. Galperin envisioned the control part as the development of learners’ attention as well as their ability to analyse and reflect on their own learning and suggest ways of further improvement. In summary, Galperin’s analytic framing conceptualised in detail the learning activities that aimed at facilitating the development of new and reorganising the existing psychological functions in learners.
Galperin's model highlights that learning is not merely about execution, but about intentional design and self-regulation. The control part is especially interesting because it treats reflection and self-monitoring as central to learning rather than something that happens at the end.