An example of how a traditional activity on motion and acceleration can be adapted to the learning-cycle format is described. The three challenge statements given to students to solve are provided. The key learning-cycle steps of exploration, expansion, and extension are discussed. (KR)

Presents techniques aimed at promoting a higher level of student-faculty interaction and active student participation in the learning process in introductory physics lecture classes. Discusses group problem solving, the use of flash cards, and assessment. (JRH)