# data[].attributes.body
http://www.thirteen.org/edonline/concept2class/constructivism/

https://www.cultofpedagogy.com/jigsaw-teaching-strategy/

https://www.edutopia.org/topic/inquiry-based-learning

# data[].attributes.body
Learning takes place as students debate one side, and then the other of a controversial issue. To starts, there is a topic with two different viewpoints. Students from groups divide into two pairs, and each pair is assigned a advocacy position. With this, students should receive primary documents to support their claims. Each student then presents their information to the other, with no rebuttal. After this, then students develop a consensus report addressing the original question.

# data[].attributes.body
Students are learning through a project, they don't receive instruction and then create a project on what they learned. Learning takes place within the context of the creation of a project, students acquire knowledgable skills in order to complete the project. Project based learning makes the kids develop projects that will solve problems in the real world. Project based learning inspires students to develop something that could impact everyday life. Project based learning builds skills for the future and puts them on a path that deepens their knowledge.

# data[].attributes.body
Learning takes place as students become experts in one topic and then teach other students about the topic that they are experts on. Students are responsible for the learning and teaching in this model. The students start in a group all with the same topic. Each student in that group becomes an expert on that topic. After that, they are separated into different groups. The experts will teach their new group about the topic they learned. You will have four to five experts of a different topic in each group. This holds individuals accountable to become the experts and to be able to teach their new groups things they didn't previously know.

# data[].attributes.body
Learning to an actual case scenario. I could use the journalists in the 1919 right here. Taking observations and then creating a hypothesis about the data, then analyze the data, and come up with their own conclusion. Exploring areas of their own interest. Try to create a course that has something for everyone, whether or not they have background knowledge. Add to what they know. Self guided learning by researching on your own within a group. Trying to make it real! Make them relate to it.

# data[].attributes.body
Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them

# data[].attributes.body
This starts by posing a question, problem, or a scenario rather that simply presenting facts about the content that is being taught. The main thing here is to try and trigger curiosity from the students. Students need to come up with their own skills and strategies by becoming their own content area experts. Students develop questions they are hungry to answer, then they research the topic using time in class. After that, students present what they have learned, and then the teacher asks students to reflect on the process about how it worked and how it didn't work.