1. Learning is a process of actively constructing knowledge.

 Students actively engage in learning, building upon their knowledge to

create new understanding. The act of learning entails one actively
constructing their own body of knowledge as part of the process.
Therefore, teachers and administrators have a responsibility to
 create environments and plan experiences that foster inquiry,
questioning, predicting, exploring, collecting, educational play, and
communicating
 engage learners in experiences that encourage their personal
construction of knowledge, for example, hands-on, minds-on
science and math; drama; creative movement; artistic
representation; writing and talking to learn
 provide learners with experiences that actively involve them and are
personally meaningful

2. Students construct knowledge and make it meaningful regarding their

prior knowledge and experiences.
 This means that students understand new information about what they
already know and can make connections between the new information
and their own lives. Students build their knowledge and give it
significance by connecting what they learn to their own experiences and
other information that they have gathered.
Therefore, teachers and administrators have a responsibility to
 find out what students already know and can do
 create learning environments and plan experiences that build on
learners’ prior knowledge
 ensure that learners are able to see themselves reflected in the
learning materials used in the school
 recognize, value, and use the great diversity of experiences and
information students bring to school
 provide learning opportunities that respect and support students’
racial, cultural, and social identity
 ensure that students are invited or challenged to build on prior
knowledge, integrating new understandings with existing
understandings

3. Learning is enhanced when it takes place in a social and collaborative

environment.
 Students learn best when working with others and sharing ideas and
perspectives. The learning process is sped up when it takes place in an
environment that fosters contact and collaboration among the
participants.
Therefore, teachers and administrators have a responsibility to
 ensure that talk, group work, and collaborative ventures are central
to class activities
 see that learners have frequent opportunities to learn from and with
others
  structure opportunities for learners to engage in diverse social
interactions with peers and adults
 help students to see themselves as members of a community of
learners
4. Students need to continue to view learning as an integrated whole.
 This means that students need to see learning as something connected
and that all subjects are connected. Students must keep in mind that the
process of learning is intertwined with other processes.
Therefore, teachers and administrators have a responsibility to
 plan opportunities to help students make connections across the
curriculum and with the world outside and structure activities that
require students to reflect on those connections
 invite students to apply strategies from across the curriculum to
solve problems in real situations

5. Learners must see themselves as capable and successful.

 This means that students need to have a positive attitude toward
learning and that they need to believe that they can succeed. Students
need to have a healthy view of themselves and think they can do whatever
they set out to do. Students need to have confidence in themselves and
their educational potential to make the most of this idea, which lays a
significant amount of stress on the need to have such confidence. This
may be done by activities such as the formulation of personal goals, the
provision of opportunities for completing tasks, and the provision of
positive feedback.
Therefore, teachers and administrators have a responsibility to
 provide activities, resources, and challenges that are developmentally
appropriate to the learner
• communicate high expectations for achievement to all students
• encourage risk taking in learning
• ensure that all students experience genuine success on a regular
basis
• value experimentation and treat approximation as signs of growth
• provide frequent opportunities for students to reflect on and describe
what they know and can do
• provide learning experiences and resources that reflect the diversity
of the local and global community
• provide learning opportunities that develop self-esteem
6. Learners have different ways of knowing and representing knowledge.
 This means that students have different ways of understanding and
representing information. Some students prefer visual methods, while
others prefer kinesthetic or auditory methods. There are a variety of
avenues that learners might pursue to acquire knowledge and
communicate what they have learned.
Therefore, teachers and administrators have a responsibility to
 recognize each learner’s preferred ways of constructing meaning and
provide opportunities for exploring alternative ways
  plan a wide variety of open-ended experiences and assessment
strategies
 recognize, acknowledge, and build on students’ diverse ways of
knowing and representing their knowledge
 structure frequent opportunities for students to use various art forms
— music, drama, visual arts, dance, movement, crafts—as a means
of exploring, formulating, and expressing ideas

7. Reflection is an integral part of learning.

 This means that students need to reflect on their learning and think
about how they can apply what they have learned to new situations.
Reflecting on one's learning is among the most significant components of
the educational process.
Therefore, teachers and administrators have a responsibility to
 challenge their beliefs and practices based on continuous reflection
 reflect on their own learning processes and experiences
 encourage students to reflect on their learning processes and
experiences
 encourage students to acknowledge and articulate their learnings
 help students use their reflections to understand themselves as
learners, make connections with other learnings, and proceed with
learning

These seven principles are based on the work of educational

researchers John Dewey, Jean Piaget, Lev Vygotsky, and others.
They provide a framework for understanding how students learn and
how teachers can create environments that facilitate learning.
1. The eight principles that we discussed were based on the work of
educational researchers John Dewey, Jean Piaget, Lev Vygotsky,
and others. False
2. A teacher should differentiate each lesson to cater to the individual
needs and interests of the pupils in attendance. True
3. Integration may be accomplished in several productive ways,
including keeping a journal, conducting an honest assessment, and
setting personal goals. False
4. When considered as a whole, each student is unique across all of
human history, the present, and the future. True
5. Teachers and administrators are responsible for determining each
student's preferred way of creating meaning and providing them
with the opportunity to try out several methods. True
6. Children need to hear negative messages to help them believe them
for themselves. False
7. Professionals must continuously provide opportunities for student
growth to help students with their foundational knowledge, subject
matter, and elevated thinking, along with encouraging involvement
in pertinent real-world events. True
8. If students do not feel capable, it is likely that they will learn
anything, regardless of how intelligent or good the teacher is. False
9. Students should be able to create connections between different
subject areas and understand how those connections may be applied
to situations that arise in the real world to comprehend the material
fully. True
10. A student's learning and the learning environment's
effectiveness can both be impacted by the physical climate. False
11. Every time a person learns anything new, they build or
construct new information. True
12. Integrating new knowledge with old knowledge is called the
construction or creation of knowledge. True
13. The amount and quality of previous knowledge negatively
affect learners' capacity to use complex mental problem-solving
skills and pick up new knowledge. False