Two or more methods are used that engage and/or involve learners in learning and that broaden learner understandings.

• suggests more than simple on-task behavior
• is active; implies more than passive involvement and responding minimally

Involvement:

• suggests even deeper immersion in learning than engagement
• is usually enhanced when learners interact with each other in learning tasks

1. In an introductory unit about fractions, the teacher first utilizes manipulatives and diagrams to assist learners in identifying fractional names. Subsequently, learners are divided into pairs to work cooperatively in completing a worksheet designed to match objects counted with different fractions.
2. In order to help learners remember the names and positions of the nine planets, the teacher displays a labeled three-dimensional model of the planets, teaches learners a song that incorporates the names of the planets, and presents a mnemonic device to assist learners.

New

Elementary

As learners in an fifth-grade elementary science classroom classify animals into various groups (mammals, reptiles, birds, etc.), they use pictures and research related topics using the Internet. After listening to a teacher directed lesson, learners work in cooperative groups to discuss characteristics. They then view a National Geographic video and collectively work on composing a group oral and visual presentation.

Secondary

1. After whole class discussion about the battle of Gettysburg, learners in an American History class work in small groups to design hypothetical strategies that might have helped the Confederate army win the battle. Subsequently, each small group reports its ideas to the class as a whole for critique and discussion.

2. Learners in an Italian II class demonstrate comprehension of unfamiliar vocabulary in context by working individually and in small groups to translate menus, songs, and poems written in Italian.