Question: I’m comfortable with the way I teach. If it’s working, why change it?
Answer: It’s human nature to be wary of change. Trying new strategies is hard work at first. However, we all see students struggle, some are bored, and some are frustrated and discouraged. We want to help them learn but wonder how. We know students today need different skills for today's world. Students need to develop problem-solving, independent and collaborative skills. We need to provide opportunities for students to think at higher levels and to make connections with the real world. With constructivism, the focus is not on what you teach but on what students learn, not on what you’ve covered but on whether students have accomplished their learning goals.

Question: Why would I want to develop a constructivist learning environment?
Answer: The benefits are huge! Students are engaged not passive learners. Students are required to think and understand not just memorize and regurgitate information. Students are gaining transferable skills that they can take with them and apply in their lives. Students take ownership for their learning so students feel a responsibility. Students self-esteem increases as learning takes on a more relevant,meaningful role and they feel success building on their prior knowledge and being an important member of an interdependent community. Learning is more real-world and stimulating. Students develop social and collaboration skills necessary for their personal and academic achievements in life.

Question: How can I possibly “cover the curriculum” if I design learning in a constructivist framework?
Answer: You may assume that constructivism takes more time but a constructivist framework allows you to use your time more efficiently. You adjust pace and depth to the needs of learners and the demands of the curriculum. You eliminate the teaching of specific content or skills for students who have already mastered them. You plan more time and instruction for those who need more practice. You guide students as they discuss, problem-solve, ask questions. You facilitate students as they build on prior knowledge, constructing new knowledge. When you provide appropriate individual or small-group projects, you have more time to interact and 'teach' individual students or small groups of students. Your classroom becomes an interdependent community with students and teachers being both learners and teachers.

Question: How can I find time to build a constructivist learning environment?
Answer: It’s easy to feel overwhelmed with all the changes occurring in schools today. The answer is to START SMALL, build a safe, comfortable community feeling in your classroom. Encourage students to work in collaborative groups and do openly discuss. Try asking more questions to ensure students are thinking at a higher level and encourage them to question one another. Then begin differentiating one subject or targeting specific units for revision. Remember you are starting with what you have and adapting and varying your instructional plan – you are NOT throwing out your units and starting over. What you are trying to do is to shift from teacher-directed to student-centred learning.

Question: How can I ensure my students feel that working on different tasks in different groups is fair?
Answer: The groups are kept “fluid” where students move in and out based on student needs. When grouping students, use a variety of groupings – based on ability or readiness, based on similar instructional needs, based on interests. Be sure to NOT assign low-level, paper-and-pencil seatwork to students reviewing basic tasks while more advanced students get the “fun stuff”. Also, advanced students need to do more challenging tasks and NOT just “more of the same”.

Question: How do I assess student learning?
Answer: It is critical to assess the process and not just the product. Examining students' thinking processes throughout the learning is important. Rubrics that are provided to the students at the beginning of a topic or unit can direct the process because students have a clear understanding of expectations. Involve the students in self-evaluation and peer-evaluation. Final evaluations may include exams but must also include portfolio work such as projects, problem-solving investigations, rubrics, learning logs, reflective journals and more.