The article by Jan D. Vermunt and Nico Verloop from Leiden University explores the integration of theories of learning and teaching, focusing on the congruence and friction between student-regulation and teacher-regulation of learning processes. The authors analyze the cognitive, affective, and regulative activities students use to learn and discuss different ways teachers can regulate these activities. They argue that teaching should be process-oriented, aiming to promote congruence and constructive friction while avoiding destructive friction. The article categorizes learning activities into cognitive processing, affective, and metacognitive (regulative) components and discusses various teaching strategies, including strong, shared, and loose teacher control. The interplay between teacher-regulation and student-regulation is analyzed, highlighting the importance of aligning teaching and learning strategies to enhance students' learning outcomes and skills. The authors conclude by emphasizing the need for process-oriented teaching to foster self-regulated knowledge construction and reduce the gap between learning and teaching.The article by Jan D. Vermunt and Nico Verloop from Leiden University explores the integration of theories of learning and teaching, focusing on the congruence and friction between student-regulation and teacher-regulation of learning processes. The authors analyze the cognitive, affective, and regulative activities students use to learn and discuss different ways teachers can regulate these activities. They argue that teaching should be process-oriented, aiming to promote congruence and constructive friction while avoiding destructive friction. The article categorizes learning activities into cognitive processing, affective, and metacognitive (regulative) components and discusses various teaching strategies, including strong, shared, and loose teacher control. The interplay between teacher-regulation and student-regulation is analyzed, highlighting the importance of aligning teaching and learning strategies to enhance students' learning outcomes and skills. The authors conclude by emphasizing the need for process-oriented teaching to foster self-regulated knowledge construction and reduce the gap between learning and teaching.