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Based on the thought that a learner's environment plays a role in their learning development. Influenced by Lev Vygotsky between the 1920's and the 1930's.

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Recognizes learning as the process of making sense of information and experiences. It is the notion that learners are not blank slates when they come into the classroom but instead they are their own creators in learning. Influenced by Jean Piaget in the 1930's.

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Social interaction is crucial in learning. During these social interactions, mental processes exist and depending on the social setting, the learner moves ideas in their psychological realm.

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A student's language is essential in the learning process.

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Learning occurs within the Zone of Proximal Development. Students internalize information depending on their ZPD.

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Teachers build lessons around big ideas.

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Teachers assess learning in daily teaching.

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Classroom activities should challenge students' ideas.

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Teacher's seek and value students' point of view. Through these point of views, you may see how students internalize ideas.

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At the beginning of a math lesson the students will be asked questions on their prior knowledge on the units of measurement. After the teacher has assessed their understanding of this topic, the class will be broken up into small groups where they will participate in an activity that requires them to collect data on the measurements of different things like jelly beans, and cubes. Each person in the small group will have to guess how many jelly beans or cubes are in the container. The students will discuss with their group what their estimate is and compare their ideas. After all groups have collected the data, the teacher should engage the students in a class discussion where each group will explain their reasoning behind the data collected. As an assessment, the teacher will have the students complete a small quiz that showcases what they learned in the activity. This quiz will contain different visuals and the student must make an estimate of how much is in the container.

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Think-Pair-Share: Multiplication/Division

The lesson begins with the teacher passing on individual sentence strips with a division problem to the groups. Students are to read the question out loud amongst them and immediately begin their thinking process. After the initial read of their problem, there should be no more speaking. Students should be Thinking and writing in their paper/notes how they would solve the problem. After 5 minutes, students will then Pair and discuss any mutual ideas they encountered. At the end the groups will Share with the classroom the different approaches they encountered and whether or not they would feel comfortable adapting to more efficient methods.

Examples of Sentence Strips:

- Jeremy's school is planning a field trip on Friday to go to the zoo. There are 34 total students in his class and 8 seats on each school bus. How many buses are needed for the trip?

- Melody has 22 pictures in an album. If Melody has 5 albums, how many pictures does she have?

- Zackary is inviting 6 friends to his birthday party. He has 24 cupcakes. How many cupcakes can each friend get?

- Bradley is cleaning up his desk and finds 73 coloring pencils. He needs to go to the store and buy supply boxes. Each supply box holds 7 coloring pencils. How many supply boxes does he need?

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Jigsaw:
Different Strategies for  Addition

The lesson begins with the students going into groups and determining their expertise. In math some students may specialize in the traditional algorithm (adding 29+36), others may specialize in counting up (counting up from 29, probably using counters or tally marks), others may do timelines, others may have a made up way. Per group there will be one expert in each math strategy. They will then go to their expert groups, share ideas about their strategy and eventually go back to their home group. There, they will share what they learned and how to use their methods.

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Teachers ask high order questions.