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In the first part of this essay, I suggested that teaching during a pandemic, while challenging and often uncomfortable in its remoteness, offers us the chance to re-examine all of the teaching we do, even in the good times. What if we focused less on content delivery, such as lectures, and instead attempted to explore methods of “deep learning,” a collaborative endeavor that would foster students’ abilities to evaluate, contextualize, and take ownership of their time in the classroom (or the Zoom gallery)? We scholars may feel most alive when immersed in the second or third centuries of the common era, but our students benefit most when they can mull over the implications of ancient material for life in the world today.[1]

Part one reflected on some of the methodological underpinnings of the active or engaged pedagogy that will foster deeper learning. Here, I would like to move from the theoretical to the practical. How might the changes I am advocating look in action?