Accordingly, learners need time to clarify, elaborate, describe, compare, negotiate and reach consensus on what specific experiences mean to them. This learning process must occur within the bodies of individuals, however, the inner voices of persons can be supplemented by discussion with others. Therefore, an important part of a constructivist oriented curriculum should be the negotiation of meaning. Students need to be given opportunities to make sense of what is learned by negotiating meaning, comparing what is known to new experiences, and resolving discrepancies between what is known and what seems to be implied by new experience. The resolution of discrepancies enables an individual to reach an equilibrium in the sense that there should be no remaining curiosity regarding an experience in relation to what is known.
Negotiation also can occur between individuals in a classroom.
The process involves discussion and attentive listening, making sense of the points of views of theories of peers. When a person understands how a peer is making sense of a point of view, it is then possible to discuss similarities and differences between the theories of peers within a group. Justifying one position over another and selecting those theories that are viable can lead to consensuses that are understood by those within a peer group. The process of learning should not stop at what has been learned in the negotiation of a class consensus. This process can involve accessing other learning resources such as books, videotapes, and practicing scientists.