TABLE 3.

Recommendations to optimize interactive engagement in group learning, with “interactive” being defined via the ICAP ­framework

Plan	Activities at the appropriate level of challenge for the group ○ Pose questions at level of analysis, synthesis, or evaluation ○ Use real-life examples or data ○ Provide context-rich problems or case studies Formation of comfortable or cohesive groups ○ Let students self-select ○ Form groups using transparent criteria ○ Provide resources for team building
Prompt	Constructive interactions ○ Create group guidelines ○ Assign roles in the group ○ Articulate and model expected group interactions Interactive engagement ○ Cue interaction in activity descriptions—e.g., explain, compare, debate ○ Provide sample language for civil disagreement ○ Model interactive exchanges in class debriefs by discussing options
Promote	Participation ○ Assign roles in the group ○ Random call ○ Conduct peer review Generative group processing by requiring products from groups periodically ○ Collect worksheets ○ Use polling system responses ○ Require case study or problem solutions with evidence or explanations
Assess	Participation ○ Random call during debriefs ○ Conduct self and peer review ○ Consider individual quizzes after some group discussions Products from groups for evidence of interaction, not primarily correctness ○ Require groups to explain their thinking, not just provide answers ○ Grade based on multiple perspectives analyzed ○ Encourage students to acknowledge one another’s contributions