In this chapter I return to a primary goal of the book previously stated in Chapter 1 – developing theories about the data that are consistent, credible, and formatted in such a way that they might be operationalized and tested through quantitative research. Rather than generate my own theories about the data, this chapter theorizes that there are evidence-based connections to be drawn between CUNY instructors’ values (thinking) and their use of classroom management strategies (action). I parse out themes from the previous four chapters onto two figures used to depict Model O-I and Model O-II learning systems. This analysis illustrates how the interview data indicate CUNY instructors experience elements of both Model O-I and Model O-II systems in the behavioral worlds they share on this campus.

In today’s complex world, we know as educators that learning is most meaningful when established through experience – learning by doing rather than by simply listening or observing. Our learners need to be supported in nurturing their creativity, developing as critical thinkers and flexible problem solvers, to apply skills and understanding in new domains and different situations creating solutions to problems encountered. Education and life should not be isolated from each other. By providing opportunities for learners to engage and learn through authentic, real-life, relevant experiences, we are scaffolding their application of skills to learning including adapting and changing their ideas and forming habits of lifelong learners. This chapter provides educators with a guide for embedding cross-curricular exploratory learning experiences as an integral part of planning, teaching and assessment responsive to all learners; and inclusive of the theoretical foundations and instructional strategies that inform their approaches. Authentic studies will be utilised, and practical tools outlined, to demonstrate how to bring these concepts to life within a constructivist framework.