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Students work primarily in groups.

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Both teacher and students think of knowledge not as facts to be memorized, but as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view.

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Focus tends to shift from the teacher to the students.

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The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.

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Group work during class time. Examples: read and analyze articles together, create something to present the class to show main points.

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Teachers have open conversations with their students about what learning and knowledge will look like in the classroom.

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Teacher doesn't use a lot of lecture type of learning.

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Teacher uses activities that can help all students learn, even if they are on different levels.

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Constructivism taps into and triggers the student's innate curiosity about the world and how things work.

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Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding.

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Assessment includes students work, observations, and points of view, as well as tests. Process is as important as product.

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The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning.

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Engage themselves by applying real-world experiences, learning to hypothesize, testing their theories, and then drawing conclusions.

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Teacher has stopping points that gives student's set aside time to question themselves and their strategies.

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Whole grade isn't determined by one or two big multiple choice questions. More free-response and project based grading.

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Teacher is always asking the students good questions.

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One of the teacher's main roles becomes to encourage learning and reflection process.

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We are active creators of our own knowledge.

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Students involve themselves in problem solving, higher order thinking skills, collaborative work.

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People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

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Gives students enough time to reflect during class time.

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We do this by asking questions, exploring, and assessing what we know.

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Teacher provides activities throughout class that emphasize these aspects of learning.

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Allowing the students to write about their own experiences. During class discussions, encouraging students to connect material to own life.

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Students are encouraged to use active techniques to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.

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A learning theory that equates learning with creating meaning from experiences.

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Teachers help students to construct knowledge rather than to reproduce a series of facts.

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Do this by problem solving and inquiry based learning activities.

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Use real-world problem solving, experiments, role playing, debating controversial topics and then debrief with classmates.

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Giving students the change to interact with a problem or concept.