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Learning means acquiring information, retaining and retrieving it. Two types of learning are distinguished: meaningful learning and rote learning.
There are three types of meaningful learning:
Reception learning: the teacher presents to the students contents already organised and adjusted.
Digestive learning: the student is responsible for digesting new material on its own.
Discovery learning: is common in universities and teacher's training colleges. The teacher presents long reading materials and the student selects the most important information.

Rote learning means memorisation of information, learning by heart.

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In a constructivist classroom, learning is   evolving

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In a constructivist classroom, learning is   evolving

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Students have ideas that they may later see were invalid, incorrect, or insufficient to explain new experiences. These ideas are temporary steps in the integration of knowledge. For instance, a child may believe that all trees lose their leaves in the fall, until she visits an evergreen forest. Constructivist teaching takes into account students' current conceptions and builds from there.

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In a constructivist classroom, learning is  inquiry-based

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In a constructivist classroom, learning is  inquiry-based

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The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions.

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In a constructivist classroom, learning is  collaborative

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In a constructivist classroom, learning is  collaborative

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The constructivist classroom relies heavily on collaboration among students. There are many reasons why collaboration contributes to learning. The main reason it is used so much in constructivism is that students learn about learning not only from themselves, but also from their peers

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In a constructivist classroom, learning is  Reflective

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In a constructivist classroom, learning is  Reflective

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Students control their own learning process, and they lead the way by reflecting on their experiences. The teacher helps create situations where the students feel safe questioning and reflecting on their own processes, either privately or in group discussions. The teacher should also create activities that lead the student to reflect on his or her prior knowledge and experiences.

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In a constructivist classroom, learning is  active

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In a constructivist classroom, learning is  active

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The student is the person who creates new understanding for him/herself. The teacher coaches, moderates, suggests, but allows the students room to experiment, ask questions, try things that don't work.

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In a constructivist classroom, learning is  constructed

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In a constructivist classroom, learning is  constructed

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Students are not blank slates upon which knowledge is etched. They come to learning situations with already formulated knowledge, ideas, and understandings. This previous knowledge is the raw material for the new knowledge they will create.

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What does constructivism have to do with our classroom? 

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What does constructivism have to do with our classroom? 

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Constructivist teachers pose questions and problems, then guide students to help them find their own answers. They use many techniques in the teaching process. For example, they may:

prompt students to formulate their own questions (inquiry)

allow multiple interpretations and expressions of learning (multiple intelligences)

encourage group work and the use of peers as resources (collaborative learning)

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Assimilation  the process of taking new information and fitting it into an existing schema.

Accommodation using newly acquired information to revise and redevelop an existing schema.

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Jean Piaget (1896-1980) is widely recognized as the founding father of Constructivism. This theory says that learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).
this is explained in the processes of assimilation and accommodation.

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Language Acquisition Device (LAD) refers to the innate capacity which humans acquire language.

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Expository: new content is described providing the new knowledge students will need to understand the upcoming information.
Narrative: the new information  is presented in the form of a story.
Skimming: is done by looking over the new material to gain basic overview.
Grapich organizer: visuals to set up the new information. This may include concept maps, descriptive patters, etc

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Subsumption derivative: new material or relationships can be derived from the existing structure. Information can be moved in the hierarchy, or linked to other concepts or information to create new interpretations or meaning.
Example: a teacher presents how to use verb to be, that was given in the last class, in affirmative and negative form.
Subsumption correlative: new material is an extension or elaboration of what is already known.
Example: the teacher teaches how to incorporate the affirmative and negative form of verb to be, as sentences structure.
Learning superordinate: there is a knowledge of examples of the concept but not the concept itself.
Example: students know how the structure of verb to be is but they don't know that is present simple.
Learning combinatorial: process in which a new idea is derived from another. They are different but are at the same level in the hierarchy.
Example: teachers teach about past simple of verb to be.

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According to Ausubel, knowledge is hierarchically organized in order to the new information be meaningful when appling to what is already known and can be both related.

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Classical conditioning is a technique frequently used in behavioral training in which a neutral stimulus is paired with a naturally occuring stimulus. Eventually, the neutral stimulus comes to evoke the same response as the naturally occuring stimulus, even without the naturally occuring stimulus presenting itself.

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It bases the idea that all behaviours are aquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shape our actions.
and any person can potentially be trained to perform any task, regardless of genetic background, personality traits, and internal thoughts. It only requires the right conditioning.

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Lev Vygotsky (1978) is the exponent of this theory. To him, learning preceeds maturation and society is the determiner of learning and mental development. The main concept of his theory is zone of proximal development which is the distance between the actual development level (independent problem solving) and the level of potential development (problem solving under adult guidance and in collaboration with more capable peers).

Social constructivism in the classroom
Meaningful interaction is the key for learning.
In the dynamic social process of learning with the teacher or partners students can focus on emerging skills and abilities. Children at any age can acquire as many languages as they are exposed to.

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Innatism

Innatism's central idea is that humans have an innate linguistic capacity to develop a language to communicate something and certain aspects of language knowledge are inborn in every newborn. This theory holds that the mind is born with knowledge, and  the mind is not a 'white paper' at birth. In this sense, babies are born with an innate propensity for language acquisition. Noam Chomsky (1928) is widely recognized as a philosopher with his notion that learning is an innate construction of the language.

Innatism in the classroom
Students have an inborn ability to acquire language with no effort whatsoever. Learning comes naturally through innate ability. Their brains are not empty buckets that only use language by way of repetition and imitation. Teachers' goals is to take advantage of this by using teaching activities and methods that let students basically use the language and hear the language in context.

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Positive reward: students who turn in their homework on time receive a sticker with a smiley face.
Negative reward: students who paid attention and kept silence while the teacher explains a topic, do not take homework.
Positive punishment: a student gets detention after being late for class too many times.
Negative Punishment: students who do not perform the activities will not go to recess.

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He expended on Pavlov's finding and the result was a new type of conditioning called operant conditioning. It is a method of learning that occurs through reinforcements called rewards and punishments. Both can be positive and negative. Reinforcements increase the target behavior, and punishment decrease targeted behavior.

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First day of school, the teacher is standing in front of the class and claps four time and says "children"  to get their attention  and start the class but student do not quiet.
Second day of school, the teacher is standing in front of the class and again claps four time and says "children" to get their attention and students quiet.
Third day of school, the teacher is standing in front of the class and just claps four time, and before saying "children", students be quiet.