• involves learners

• is a high level/quality of learner participation in learning activities

• suggests more than simple on-task behavior

• can be estimated by periodic scanning (systematic observation) of the class

• is deep immersion in a learning activity

• can be enhanced when learners:

  • interact with each other

  • are asked for comments and assistance

  • roles are involved and detailed

  • access prior knowledge

  • can process and construct new knowledge in meaningful ways

During a social studies lesson on families, concepts such as customs and traditions are developed by encouraging learners to generate thoughts about individual family members. Posing questions such as, "How are holidays celebrated in your family?" and "What foods are eaten on these occasions?" Learners share personal experiences in a class discussion. For home learning each individual is asked to interview a relative, write about it, and share the experience with the class the following day.

New

Elementary

During a lesson on food and nutrition, the teacher asks the learners to identify their favorite foods in Mac Donald’s, Burger King, or Wendy’s. The learners list the foods and define each as it compares to the food groups listed on the chart.

Elementary

In a fourth-grade language arts class, learners are reading a story which takes place in Miami Beach. The teacher develops prior knowledge by asking learners to discuss what they already know about Miami Beach based on what they have seen, read, or personally have experienced. After the discussion, the learners partner-read the story. As a culminating project, they create a brochure persuading others to visit Miami Beach based on information obtained through the story reading.

Secondary

In a health class on HIV/AIDS prevention, the learners brainstorm to activate prior knowledge. Learners are then encouraged to share any experiences they have had with anyone who has contracted AIDS. The teacher guides discussion for appropriateness and confidentiality before, during, and after learners engage in generating examples. This personalizes the learning environment and establishes learner equity.

New

Secondary

As an introduction to a unit of literature on Animal Farm, learners in a Language Arts class are asked to think about a situation when someone persuades others to do what he wants. Learners are asked to share their feelings with the class as to whether that persuasion lead to good things or bad things.

Secondary

For a civics assignment, learners working in cooperative groups are asked to brainstorm and list existing rules at home, school, and in the community. First the teacher encourages the learners to list some rules they have to follow at home and at school. This is followed by a class discussion on the various points of view. Learners generate group posters for a class presentation.