In the learning theories, different approaches represent theoretical frameworks based on researches. Transferring the theory into a classroom is an additional task that requires an accurate understanding of the research’s implications. In regards to intellectual development, one of the theories, i.e. constructivist theory argues that “all knowledge is constructed from previous knowledge, irrespective of how one is taught.”(Bransford et al.) Teaching children how to think based on previous knowledge would imply building the new information based on what was previously taught. An example of such implementation can be seen in constantly referring to previous lessons while teaching new material, e.g. teaching multiplication can be used as repetition of addition explaining the concept of the first based on the latter. Another theory called active learning or metacognition emphasizes “the importance of helping people take control of their own learning.” (Bransford et al.) This approach can be explained as using self-assessment and self-reflection practices. An implementation of this theory can be seen in giving the students task where they will evaluate their skills after learning the material, e.g. what was learned, what aspects need improvement, etc. The multiple intelligences approach, on the other hand, states that there are multiple intelligences which are linguistic, logical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. In that regard, all intelligence should be stimulated, regardless of the differences in their improvements. Accordingly, a lesson implementing this theory will consist of teaching the same material with different methods, where each method will stimulate a different intelligence, e.g. forming groups for discussion, implementing logical thinking, etc. In helping students with their school works, Piaget and Vygotsky’s theories can be helpful. One aspect of Piaget’s theory argues that children’s cognitive development develops differently through various stages. In the case of adolescents, the stage of according stage of development represents abstract thinking and reasoning. At this stage, the lesson can implement self activities that comprise of tasks such as evaluation, critical assessment, etc. An example can be given through a lesson that requires linking diverse elements in a particular pattern. Vygotsky outlined the importance of social interaction within the development of cognition, where “all the higher functions originate as actual relationships between individuals.” (Vygotskii and Cole). Another key point in Vygotsky’s theories is the Zone of Proximal Development (ZPD), which is the distance between the actual developmental level and the level of potential developmental determined through problem solving under adult guidance.” (Vygotskii and Cole). The implementation of both concepts can be understood as a combination of two factors, i.e. social interaction and collaboration. Implementing these factors in class can be used by assigning groups with different skills levels. The design of a successful class implements the following ideas:   * Diagnostic teaching (Bransford et al.), in relation, to dis