In practical application, student-centered, constructivist learning can be achieved in several ways. Students discover knowledge rather than faculty simply transferring information to students. Continuous student and course assessment, not just student achievement, are used as tools to analyze teaching. Learning includes student-driven episodes, not just scheduled class lectures. Student performance is observed by others versus only private assessment by the instructor.
Students help define the questions rather than instructors simply handing out facts.
Students take active and pro-active roles in learning versus just listening to lectures. Student learners collaborate versus being rewarded for individual, competitive performance. Educational productivity is judged in terms of student learning, not just faculty workload. Faculty helps students discover and structure the problems and questions, then coach students on how to seek answers. University support staff and service departments focus their efforts on the creation of all faculty-defined learning environments beyond just the classroom.