1. During a second-grade directed reading lesson, the teacher elicits learners’ personal experiences that relate to the main idea of a story. Each learner’s response is written on the board next to the learner’s name.
   

2. During a critique of a watercolor project at the conclusion of a fourth-grade art class, the learners share their work with the class. As the presentations progress, the teacher makes certain to indicate at least one strong point in each piece of work.

1. In a foreign language class, learners take turns creating real world scenarios that they can role play using the language (e.g. ordering in restaurant, mailing a package at the post office, completing a banking transaction, making a department store purchase, etc.). As the groups engage in role playing, the teacher comments on each learner’s contribution, and encourages learners to do the same.
   

2. As a drafting class project, learners collaboratively design their ultimate dream house incorporating an idea that is important to each learner and including it in the sketch of the layout.

New

Elementary and Secondary

During a history lesson on the American Revolution, learners brainstorm to activate prior knowledge. Learners contribute what they know about the Revolution. As learners share this information, the teacher acknowledges the responses and thanks them by using their names. The information gathered is then used to initiate a class discussion.