Teachers serve primarily as guides and facilitators of learning, not instructors. Many of these factors of constructivist learning I believe in incorporating in my teaching. In this example, there is an authentic purpose to the lesson. Knowing how to locate materials in a library is an essential information skill for all levels. Working with actual student questions as problems to solve adds authenticity and relevancy.
Students can also add real questions of their own, or create problems for their peers to solve.
Giving students the choice of working independently or with a partner gives them the opportunity of working together socially. Initiating a discussion of how you solve this problem will provide some assessment of prior knowledge. Students may be given the option of selecting questions that appear challenging to them, and skipping some problems if they can explain or demonstrate the solution. Student assessment is performance-based which demonstrates that they both understand and can perform the objectives. I would also like to include a self-assessment piece.