How Cognitive Learning Theory Supports the RISE Model

Cognitive Learning Theory is rooted in the idea that…

People are not passive recipients of information.

Instead, we are active processors who interpret, internalize, and respond based on a complex network of mental processes.

These processes include:

• Perception

• Memory

• Attention

• Reasoning

When we are presented with new information or experiences—like feedback—our brains engage in meaning-making. We do not simply react; we evaluate the stimulus in light of what we already know, believe, and feel.

This understanding is essential when designing learning experiences, particularly those involving feedback. The RISE Model (Reflect, Inquire, Suggest, Elevate) is built on the premise that feedback should not be reactive or prescriptive, but reflective and dialogic. Each tier of the model aligns with a mental process described by Cognitive Learning Theory: reflecting activates metacognition, inquiring supports perception and understanding, suggesting engages memory and reasoning, and elevating taps into synthesis and future-oriented thinking.

In both classrooms and corporate settings, RISE provides a cognitive scaffold. It slows down the feedback exchange, helping participants internalize and interpret the information in a way that supports learning and growth. It acknowledges that feedback is not just a message sent, but a message received, processed, and acted upon.