• Open-ended: It wants the learner to be puzzled, as this indicates that s/he is involved in active processing; puzzlement is an indication that the learner is dealing with new information in relation to what s/he already knows. Because it has no fixed end point, this kind of learning is often referred to as “discovery learning”. As educators we often try to make things too simple for learners, preventing them from really getting to grips with a topic.



• Authentic: It gets the learners to solve real problems (not solving a problem for the sake of it), and uses projects that are relevant to the pupil and his/her life situation. Examples are projects which involve learners in conducting research in their own communities, and then taking action to solve the problems raised by their research.
  
  
• Scaffolded: Constructivists accept that you cannot throw a learner into a situation which s/he knows nothing about; but it makes use of the idea that you should learn the relevant skills only when they are needed to complete a task, “just in time”, not “just in case”. A good project will make available the right resources when a particular learner is ready for them (eg a tip sheet on how to perform a particular task on the computer; or the email address of an expert who can answer questions on a particular topic).
  Scaffolding is not only relevant to the task itself. It is also important for the educator to assist the learners with project management skills such as time management and planning (eg setting deadlines for sub-tasks), and also to bring in development of the skills of working with others in groups (eg dividing up a task amongst group members).
  
  
• Learner Centred: It accepts that each learner will possibly learn something different from a particular class or activity, and that this might be different from what the educator expected; it sees the educator as a guide and facilitator of learning, rather than being the main focus of the lesson.
  So, in the classroom situation, learners will be actively engaged in project work, while the educator moves around giving advice and assistance where needed, rather than being at the front of a quiet class using the board and lecturing. Ways of achieving this are by providing worksheets and tipsheets, and providing resource areas so that learners know what is expected of them, and are empowered to solve problems on their own.

For more information on Constructivism, you can refer to this Article on Constructivist Thinking found in Module 6: Questioning and Thinking Skills.