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Characterised by interaction and continuity, encourages hands on collaborative activities and project -
How reasoning abilities develop -
Requires active use of content and time for processing
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Encourages small teams and groups -
small window of readlines and opportunity suggest choices and personalization and close monitoring.
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Promotes discovery and problem solving -
Encourages option and personalisation relationship with learners
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Belief in one self to take appropriate actions, suggests learning as attitudinal as well as cognitive growth -
We learn by observing others, suggest use of models, case studies, example
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Learning is a cognitive process that takes place in a social context, learning includes elements of observation, extraction of ideas, and decision making. suggests need for observation, reflection, and decision making -
Promotes hands on doing and problem solving -
Promotes community and collaborative work
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Emotional intelligence can mean ability to perceive and regulate emotions in self and others. argues to include dimensions of feeling and attitude in learning situations -
Scripts, plans, mental models to describe knowledge structure, suggests use of context, patterns, relationships -
Promotes combining learning by doing experiences with monitoring
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Learning requires mindful engagement with content. Noticing distinctions, the novel within the familiar, and the familiar within the novel. argues of thoughtful reflections -
Need for deliberate practice to acquire expertise. Argues for monitoring practice in a varied and multiple context to develop expertise, suggest use of examples with evaluative activities