Problem: Teachers must therefore scaffold tasks carefully and provide differentiated opportunities to maintain motivation and inclusivity. The statement "Active learning doesn't just happen" (ViewSonic, 2019, para. 9) highlights the intentionality required in designing these experiences. Active learning is not simply students being busy or talking as it requires structured activities that purposefully guide engagement and deepen understanding. For example, a debate without clear framing or criteria may devolve into unproductive discussion, whereas a teacher-designed debate with defined roles, evidence requirements, and reflection prompts ensures that students remain cognitively engaged while still enjoying peer interaction. In this way, the planning and scaffolding by the teacher are crucial to transforming activity into meaningful active learning. In summary, strategies like think-pair-share and concept mapping can effectively support both cognitive engagement and social belonging for secondary students. Yet the challenges of adolescent motivation require teachers to be deliberate and flexible in their approach. Active learning, when carefully structured, fosters both meaningful learning outcomes and a supportive classroom community. Part 2 combine both parts and reply to this discussion with a complementary and concise post with intext citations. Make sure to be complementary. Need Assignment Help?