The session is followed by a fifteen minutes of group or individual work, which gathers students in order to share the progress of their work. Additionally, students prefer the use of projection slides, as well as handouts in order to complete their presentation. The teacher supervisors, these presentations and group discussions in order to ensure that the content brought to class is relevant to architecture and is helpful to other students (Isenberg & Jalongo, 2010, p. 110). The lesson entails a number of practical lessons where students are involved in some architectural drawing and building and construction works.
Cognitive theorists were largely concerned with various changes in the understanding of a student resulting from learning, as well as with the fundamental environmental importance. However, constructivism itself bears a number of variations like cognitive apprenticeship, discovery learning, and generative learning, based learning, and situated learning. Therefore, constructivism promotes the exploration of students within a certain structure or framework. When architecture students are working on a similar task their objectives, goals at times are different, and the discovery theory should be applicable to enable them discover on their own. At the end of every task, students should share their creations and solutions since it helps to motivate them and more importantly, it demonstrates various ways in which a single task can be completed (Kay, 2005, p.79).
Group discussions are necessary in developing English, ICT, and mathematics as well as acquiring wider skills. A large number of students easily acquire knowledge when shared by their peers and can easily remember compared to the thing taught in class by a teacher. Architecture students are supposed to present using proper English, which enables students, learn fluent English outside and in class. Students undertake a large number of activities