A constructivist classroom focuses on creating depth of understanding rather than breadth of knowledge. This depth of understanding is encouraged by lessons focused on open-ended questions that force students to contemplate and assimilate the information provided in the class. Teachers' content modules are typically longer, because the module focuses on deeper aspects of the subject rather than scratch the surface of a topic and move on, which is more common in some traditional classroom settings.
Learning for transfer is students' taking information received in one course of study and applying to other areas of study. This cross-curriculum thinking is encouraged and developed through student inquiry and experimentation in the various topics discussed in class.
One of the primary concepts of constructivist practices is "process over product." Students in a constructivist classroom are not taught that there is only one right answer to a problem or question. Instead, they are encouraged to explore the nuances of topics through study and discussion with small student groups and the teacher. Trial-and-error experimentation explores cause-and-effect relationships.
The constructivist classroom consists of a large group, or several small groups, working together. As opposed to a traditional setting, where each student is responsible for learning on her own with the teacher's help, in most cases a constructivist class is always working together. Groups discuss the materials together to achieve deeper understandings. The teacher is a negotiator and facilitator in these conversations, checking for understanding and helping the group get back on track if their understanding is incorrect.
Assessments in a constructivist classroom are also different from those in a traditional classroom. In most cases, traditional classroom assessment comes in the form of tests. While constructivist classrooms also employ tests, students are also evaluated on their regular work, observations and points of view. The assessment of the student focuses more on the process the student undergoes to obtain knowledge than on the amount of knowledge learned.
Constructivist theory centers on the experiences of the student. Each student has different experiences, and this can make teaching an entire class strictly with constructivist practices difficult. Students may interpret information differently. Teachers are then forced to ensure that all students are interpreting and using the information correctly. Lessons and projects for constructivist classrooms require more planning than traditionally taught material.