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I teach a 500-student introductory course in a large lecture hall with a microphone and an overhead projector. For many students this is a first semester course; often it is taken to fulfill a requirement although there is usually some interest in the subject matter (psychology). I am not a particularly charismatic speaker. From the back of the classroom I look antsize, and my voice rattles, disembodied, from the loudspeakers. Despite this, I want to use class time effectively to give students not only exposure to concepts but practice in using them. I believe memorized factual material will be of little lasting value unless tied to students' ways of thinking and problem-solving in their worlds. For that reason, I want to provide students with structured opportunities to think critically about course content issues and to master and internalize concepts by collaborating in their application. I also want my students to become intrigued enough to want to learn more about psychology.