The document discusses constructivist approaches to instruction and cooperative learning. It defines constructivism as the view that students must actively construct knowledge through experiences like discovering ideas themselves and applying concepts, rather than passively receiving information. Historical influences include Piaget and Vygotsky's emphasis on cognitive disequilibrium and social learning. Constructivist methods focus on complex, authentic tasks, scaffolding, discovery learning, and social interaction through cooperative groups. Research supports gains in achievement, though more is needed to establish effectiveness under varying conditions. Cooperative learning structures like STAD, TGT, and Jigsaw are described.