“…Interteaching consists of seven components: (a) completion of an assigned reading before class with a corresponding preparation guide, (b) in‐class discussion of the preparation guide with fellow classmate(s), (c) reinforcement contingencies for preparation guide completion and discussion, (d) an opportunity to provide feedback to the instructor via “record sheets,” (e) a clarifying lecture delivered by the instructor based on the feedback provided by students, (f) several “probes” (e.g., tests or quizzes) to assess student learning and engagement in a formative manner, and (g) “quality points” that can be earned based on probe performance (Boyce & Hineline, 2002; Saville & Zinn, 2009; Saville et al, 2011; Schulz & Francisco, 2021). A robust line of research shows that interteaching results in superior academic performance when compared with traditional lecture‐based teaching (Hurtado‐Parrado et al, 2022; Saville et al, 2006). In addition, studies on interteaching often demonstrate high social validity, with students regularly describing interteaching as both preferable and more instructive than traditional lectures (e.g., Arntzen & Hoium, 2010; Gayman & Jimenez, 2020; Saville et al, 2006; Zayac & Paulk, 2014).…”