1. Learners practice advanced skills within the context of the lesson. These tasks are more complex than tasks assigned for practice of discrete skills. The technology is transparent and used as a powerful tool. When it is necessary, short mini lessons that focus on developing a new skill are taught. Then students are required to apply this new knowledge to complete the task.

2. Learners develop an understanding of new concepts through exploration. They make their own connections and apply new knowledge to complete tasks. As a result of reflecting on their own learning processes, they expand their understanding of how knowledge is constructed.

3. Learners participate in interactive modes of instruction. They gain new knowledge by sharing ideas with people and resources like computers. The nature of the instruction and the support provided for the learner will change as their experiences evolve over time.

4. Learners participate in a collaborative learning environment. They gain experience in negotiating the purpose of their work and their role for completing the tasks. They are exposed to and value different points of view. "They will have experiences that mirror the activities of professionals working together" (Means, 1994, p. 7).

5. Learners are grouped heterogeneously. Most of the time they will work in small groups with people from a variety of backgrounds, who have different expertise and levels of ability. These groups are flexible and vary depending on the task.

6. The teacher's role is one of a facilitator or coach. He or she sets up rich learning environments and serves as a resource, providing guidance and support.

7. Assessment is based on the teacher's performance of the tasks. It is embedded in the tasks, seamless and ongoing. Students will assess their own learning by reflecting on the process they used to complete the tasks.