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Using knowledge rather than storing skills, concepts, and facts

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1. Learners take center stage in their learning and go beyond the information given to them
2. An important part of the knowledge construction process includes social interactions

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The idea that the learner takes an active role in understanding information and building knowledge

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Viewing learning as an increase in ability to participate with others in activities that are culturally meaningful

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Knowledge cannot be seen as right or wrong because it is presumed to be the individual's construction

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The teacher presents difficult questions/problems to:

make hypotheses to solve the problem

collect data and test hypotheses

make conclusions

reflect on the problem and the processes needed to solve it

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1. contingency support: teacher tailors responses to students
2. fading: teacher gradually pulls back support as students' abilities improve
3. transferring responsibility: students gain more responsibility for their own learning

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Thinking about problems using different analogies (eg: metaphors and examples)

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Because the world is complex, constructivists think students should practice solving complex problems that have many moving parts and may have more than one solution

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His focus was the use of logic and the creation of universal knowledge (eg: conservation) and meaning as constructed by the individual. He believed that the social environment contributed to individual development but was not the main mechanism.

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A way to combine cognitive and social constructivism is to think of knowledge as both individually created and socially mediated

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He is considered both a cognitive and social constructivist because he was interested in individual development via social means

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Being able to reason, act, and participate with cultural tools (eg: using foreshadowing and metaphor to talk about a story)

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These are mostly constructivist because they are based on how individuals create internal images/schemas and how they can be remembered and recalled

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Students make choices, consider outcomes of different options, strategize, make decisions, and choose their paths of actions, aka: they own their own work/learning

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How people use information, resources, and help from others to build understanding

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1. Put learning in learning environments that are relevant, realistic, and complex
2. Part of learning must include shared responsibility and social negotiation
3. Use many representations of content and support different perspectives
4. Encourage the understanding that knowledge is constructed
5. Encourage learning ownership

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Students and teachers connect based on teacher knowledge and what students know and need to know to learn more

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Instructing in such a way that the student(s) is/are the focus and are not empty containers needing to be filled, but sentient beings actively seeking knowledge

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1. Experts have deep conceptual knowledge
2. Learning comes from the learner
3. Creating effective learning environments is up to the school
4. Prior beliefs and knowledge are key
5. Reflection is necessary to develop deep conceptual knowledge

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Collaborating with others while respecting differing perspectives as a part of the learning process

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When it is hard to apply learning to a new setting because it is tied to the situation in which it was learned

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The context or social situation where certain ideas are evaluated as useful or true