These relationships form the basis of both meaning and memory. Connecting new information to experience. Connecting new information to other information. Using contextual information. Students are responsible for their own learning.
Students generate their own meaning.
Students cannot vicariously acquire the meaning that the instructor ascribes to information. The demands of the task may be made clear at the outset, or the student and teacher can develop the performance standards together as the students' understanding of the problem increases. Often, students work collaboratively in constructivist environments. I have attempted to illustrate a constructivist interaction in the diagram above. Because both students and teachers have greater flexibility to define and solve problems in the constructivist model than in the other models described, this flowchart is only an example of what might be done.