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When teaching, teachers should be assessing their students through the process. (pg.50)

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Teachers are continuing their documentation on thee children's growth and development, but constructivist teachers are trying to analyze children's reasoning. (pg.50)

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This type of assessment takes place through their everyday routines and familiar subject times.

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For a full-day of school, children need at least 2 hours of "freely chosen activities" (pg.50).

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Children need time to explore and engage in what they might be exploring.

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Over a few weeks, children will ned to resist topics so their understanding of that topic depends. Also, over those weeks before the revisit of the  material, children will develop their questions they are wondering about the topic.(pg.50)

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"mutual respect is continually practiced"(pg.36).

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The children's situations and life experience influence their social, moral, intellectual, personality, and emotional development. (pg.36)

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two types of morality: obedience and "autonomous"

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The classroom, teachers and children, should have mutual respect. This means that the constructivist teacher will encourage the child to listen to others' point of view while the teacher is listening to the child's point of view. (pg.37)

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Type D Classroom (ch.1)

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For teachers to understand what their children re interested in, they should observe what the children are doing randomly. (pg.39)

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What the children ask are the most important questions. (pg.39)

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Give the children options for them to choose what they are interested in. Also, just because child A enjoys listening and creating music does not meant that child B will too.

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3 types of knowledge that is helpful for constructivist teachers: physical, logic-mathematical, and arbitrary conventional. (pg.40)

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"..when children observe the reactions of objects to their actions" (pg.40)

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This is said to be the general framework of intelligences and the children's capabilities. (pg.40)

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This knowledge can only be gained through transmission from other people. (pg.40)

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Constructivists teachers are evaluating their curriculum that creates inquiry and develops open-minded questions. (pg.41)

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An example of a question that assist constructivist teachers, "Does the activity allow the children to do most of the thinking? Or is the activity teacher-centered?" (pg.42)

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"Focus experiences on big ideas that allow in-depth study."
"Provide activities and materials appropriate to a wide range of developmental levels."
"Analyze activities in terms of regularities and relationships children can construct."
(pg.42-43)

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Constructivist teachers should provide children with the appropriate interventions and ask challenging questions that will assist the children in moving forward. (pg.43)

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When asking children questions that provoke their thinking, you as the teacher, are finding out what they honestly think. (pg.43)

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"Teachers should select materials that make the child become conscious of a problem and look for the solution himself" (pg.44).

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-"Why" questions
-Closed-ended questions
-Questions for the teacher's benefit
(pg.47-48)