| A | B |
|---|
| Conventional knowledge | Information flows to students from conventional sources: the instructor, textbooks, references, sources, etc. |
| Constructed knowledge | Knowledge is constructed by students themselves through processes such as observation, experimentation, deduction, discussion, debate, questioning, and others |
| Cooperative group | Level of interdependence among group members; when students understand that they can achieve their goal only when all members can attain their goal. Requires high level of coordination of behavior among group members |
| Competitive group | Level of interdependence that separates students and fulfillment is when one student achieves their goal while others fail to attain the goal; a level of striving to attain the goal (winning) while others fail to achieve theirs (failing) |
| Individualized goal structure | Level of interdependence with little interaction or relationship to others in the group; achievement is unrelated to the achievement of goals by others |
| Facilitated supervision | Level of oversight where the teacher “checks in” with students and offers technical information or clarifying answers; inquiry remains student-led |
| Concrete experiences | Manipulative learning experiences; touching or seeing (or sensing) real objects that are integral to the learning and to the real world |
| Iconic experiences | Representational learning experiences: pictures, images, or links to real objects are present rather than the object itself |
| Abstract experiences | Symbolic learning experiences where words or thoughts are the substance of the learning experience; usually supported at some level by concrete and iconic objects. |
| Interpersonal complexity | Grouping but having meaning greater than just the number of people in the group; it includes evaluation of the quality of the interactions among the group members |
