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TRADITIONALIST	CONSTRUCTIVIST
Pedagogy: children are passive recipients of knowledge Environment: sterile, cold, desks in rows, teacher’s desk front and center	Pedagogy: children are active constructors of knowledge Environment: warm, inviting ,learning topic apparent, daily agendas, knowledge of children present, group discussion areas, hands-on materials, centers and workstations, evidence connecting skills to real life, problem-solving evidence, promotes MEANINGFUL LEARNING
Pedagogy: learning occurs as children work independently on assignments Environment: children at desks working independently, teacher directs whole group lecture	Pedagogy: learning occurs through social interaction Environment: defined learning spaces for individual, collaborative, and whole group work; class meeting area; work space for teacher-guided instruction with small groups--promotes SOCIAL LEARNING
Pedagogy: Classroom focus is primarily on isolated skills and final products Environment: children at desks, multiple worksheets, multiple textbooks, teaching of subject areas independent of one another	Pedagogy: focus is on process as well as product Environment: children choose work stations or centers, materials for exploration and interactive learning, organized environment allows children to access and use materials--promotes PURPOSEFUL LEARNING
Pedagogy: textbooks drive the curriculum Environment: desks, textbooks, worksheets, environments, full of commercially purchased materials that are over stimulating, teacher responsible for materials, procedures and communication	Pedagogy: hands-on materials, real-life learning, technology, and answering questions through research drive the learning process Environment: accessible and organized materials, de-cluttered environments, procedures and communication routines in place to promote children’s responsibility--promotes RESPONSIBLE LEARNING
Pedagogy: assessment focus is on grades and primarily summative; reflection is not part of the learning process. Environment: peripherals include posting of completed worksheets, tests, final products, and final grades	Pedagogy: assessment is formative and focus is on continuous progress; reflection is a key component in the continuous cycle of teaching and learning Environment: Peripherals include evidence of tapping into prior knowledge, planning, elaboration, and investigation; collection of multiple artifacts used to assess, plan, evaluate continuously--promotes CONTINUOUS LEARNING
Pedagogy: emphasis is on acquiring facts Environment: large group instruction, factual recall on tests, schedules that depict teaching in isolation without adequate time for exploration	Pedagogy: emphasis is on in-depth study and problem-solving Environment: computers and research materials, peripherals that are evidence of planning, use of graphic organizers, schedules that allow for adequate time for in-depth exploration and sharing of ideas and findings--promotes INQUIRY BASED LEARNING