The studied high-structure introductory biology course combined four recurring practices: Socratic questioning, at least three ungraded active-learning exercises per class, three to five clicker questions per class, and weekly online practice exams. Students answered clicker questions individually and then reconsidered them after peer discussion. Practice exams gave students 35 minutes to answer five short-answer questions, after which they anonymously graded peers’ responses using sample answers and rubrics. Together, these activities were intended to sustain attention, provide instructor feedback, exercise application and analysis skills, and encourage peer teaching.