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From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers

Students become complex problem-solvers rather than just memorizers of facts

Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives

Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers

Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased

From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness

From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field

From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process

More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom

Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded