Recent studies have shown that sorting tasks are a useful tool both for measuring and aiding student learning as well as facilitating the transfer of knowledge to novel contexts. These tasks require students to categorize scenarios or information in new ways that facilitate connection making and deeper understanding. As such, sorting tasks represent one of many potentially useful preclass activities to prepare students for engaging in active learning classrooms. Yet there are few studies to inform their implementation, particularly in undergraduate STEM where the large enrollments of introductory courses present unique logistical challenges. In this article, we briefly review the literature rationalizing sorting tasks as a preclass activity for fostering deep initial learning and transfer. We then summarize some practical considerations for implementing sort tasks as preclass activities in a large-lecture biology course. Finally, we share classroom data in a description of our own experiences in using two strategies (course management system vs. card-sorting software) for deploying sort tasks in support of active learning in large-lecture courses and discuss the general affordances and limitations of the two strategies we used.