The learning environment provides a multitude of opportunities to interact with information, events, activities, and other learners 

Group work among peers is promoted to increase social interaction and construction of knowledge

The learning environment is constructed in a manner that allows students to feel safe in presenting their ideas and challenging the conceptions of others in the group

A democratic principle is used to conduct discussions and other group activities to allow all learners the opportunity to make their voices be heard

Activities feature social interaction with peers, opportunities to imitate and rehearse what was observed (with feedback from the facilitator), and hands-on applications of information and desired behavior patterns

Challenging activities that learners can perform with the help of others (those in their zone of proximal development) are utilized in classroom applications with proper guidance from adults or others in the group

Activities and behavior patterns are linked to future behaviors, applications, and other scenarios that are authentic and relevant to the "real world" 

Group activities provide opportunities for members/peers to discuss information and share in meaning making and the construction of knowledge

Groups work on authentic, complex tasks together, such as problem solving, projects, discussions, hands-on activities, and reciprocal learning

Facilitators and learners are on level ground in group work and work collaboratively to construct knowledge, discuss information, and solve problems. This means that the group is working collaboratively with little to no hierarchy between the facilitator and the learners.

Groups function in a non-threatening, democratic manner, similar to the arrangement of the learning environment

Group members participate in shared meaning-making and construction of knowledge

Models (actual people like teachers, peers, or guest speakers/demonstrators, symbolic models like books, cartoons, and movies, and verbal descriptions) are used to demonstrate and/or describe desired behavioral patterns for learners to observe and/or imitate if they deem the behavior acceptable in the given scenario

Models gain the learners' attention, are relevant and are credible to the learner due to the value the learner places on the model

Models promote the imitation of desired behaviors through direct and/or vicarious reinforcement

Models discourage the imitation of undesired behaviors through direct and/or vicarious punishment

Scaffolding (such as guidelines and leading questions) is used to assist learners in completing complex tasks and performing desired behaviors

Facilitators provide opportunities for students to abstract information from their activities and reflect upon their own selves, their learning, and their understanding of the material through activities such as reflection papers and journals

Facilitators help and teach learners to set realistic goals and expectations for their learning 

Self-Efficacy is promoted when providing feedback to learners, guiding learners through complex tasks and problems, helping learners set realistic goals, having learners observe their peers completing tasks, and answering questions the learners may have

Self-Regulation is promoted by assisting learners in developing criteria for their own self-assessment that includes things such as setting goals, evaluating one's own performance, monitoring one's own progress through material, reflecting upon one's learning, and reinforcing themselves after succesfully completing a task