The constructivist approaching is based on combination of a subset of research within cognitive psychology and a subset of research within social psychology, just as behavior modification techniques are based on operant conditioning theory within behavioural psychology. The basic premise that an individual learner must actively 'build knowledge and skills' and that information exists within these built constructs rather than in the external environment. A constructivist teacher creates a context for learning in which students can become engaged in interesting activities that encourages and facilitates learning. The teacher does not simply stand by, however, and watch children explore and discover. Instead, the teacher may often guide students as they approach problems, may encourages them to work in groups to think about issues and questions, and support them with encouragement and advice as they tackle problem, adventures, and challenges that are rooted in real life situations that are both interesting to the students and satisfying in terms of the result of their work. The structure of the learning environment should promote opportunities and events that encourage and support the process of understanding. In a classroom where the teacher asks a question to the students and hands fly up excitedly because the student feels that they know the answer. Contrary to criticism by some educators, constructivist does not dismiss the active role of the teacher or the value of expert knowledge. Constructivist modifies the role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem solving and inquiry based learning activities with which students formulate and test their ideas. draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. The constructivist teacher sets up problems and monitors student exploration, guides the direction of student inquiry and promotes new patterns of thinking. Classes can take unexpected turns as students are given the autonomy to direct their own explorations. If the classroom can provide a natural zone where students exchange their personal views and test them against the others, each student can continue to build understanding based on empirical evidence. Hands on activities and observations of the natural world provide shared experiences for that constructivist. Learning is anchored 'big ideas; that can he generalized across experiences. Instead of focusing on discrete pieces of data and collections of facts, students conceptualize in a more global sense. Facts and information are not merely memorized and reproduced; rather they are as tools to from generalizations and understanding with greater meaning. Students pursue open ended investigations and generate several possible solutions or explanations to a problem, which may be expressed as concepts or generations.