Effective teaching and learning frameworks emerge from psychological, cognitive, sociological, and educational research findings that students learn best when a) the prior knowledge and “preconceptions” they bring into the classroom are recognized and engaged, b) they have practice and time to build “conceptual frameworks” upon foundational knowledge through active, experiential, and contextually varied learning, and c) they have practice and time to “take control of their own learning” through metacognitive reflection (NRC, 14-18).