Environment/context

1.       Learning situations, environments, skills, content and tasks are relevant, realistic , authentic and represent the natural complexities of the 'real world'.

2.       Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary learning.

3.       Knowledge construction and not reproduction is emphasized.

4.       Assessment is authentic and interwoven with teaching.

5.       Primary sources of data are used in order to ensure authenticity and real-world complexity.

6.       Goals and objectives are derived by the student or in negotiation with the teacher or system.

7.       Multiple perspectives and representations of concepts and content are presented and encouraged. 

Facilitation

8.       Teachers serve in the role of guides, monitors, coaches, tutors and facilitators.

9.       Scaffolding is facilitated to help students perform just beyond the limits of their ability.

10.    Errors provide the opportunity for insight into students' previous knowledge constructions.

11.    Exploration is used as an approach in order to encourage students to seek knowledge independently and to manage the pursuit of their goals.

Theory/Pedagogy

Cognitive

12.    The student plays a central role in mediating and controlling learning.

13.    The learner's previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process.

14.    Problem-solving, higher-order thinking skills and deep understanding are emphasized.

15.    Activities, opportunities, tools and environments are provided to encourage metacognition, self-analysis -regulation, -reflection & -awareness.

16.    This knowledge construction takes place in individual contexts.

17.    Teachers facilitate/ promote interaction and high level conversation through appropriate tools, media and methods.

18.    Learners are provided with the opportunity for apprenticeship learning in which there is an increasing complexity of tasks, skills and knowledge acquisition.

Social/culture

19.    Collaborative and cooperative learning are used in order to expose the learner to alternative viewpoints.

20.    Learners build learning communities and are active participants in knowledge construction.

Language/Conversational

21.    This knowledge construction takes place through active dialog, social negotiation, collaboration and experience.

22.    The conversation support the negotiation and creation of meaning and understanding (meaning making and interpretation)

23.    The conversation supports inherent/intrinsic opportunities for articulation (argumentation, discussion, and defence of position)