"Students are naturally inclined to watch one another, to make suggestions and support their peers, to avoid mistakes, to copy what works and modify what doesn't, and to learn from one another," writes Rob Traver in this article. To prove his point, Traver brings readers into three classrooms where teachers tap into students' intrinsic interest to look at--and learn from--the work of their peers. In a secondary engineering class, students deliver practice presentations on two occasions--soliciting both positive and constructive feedback from their classmates--before presenting their final products before a large audience. In two elementary classrooms, teachers use student work samples in math and writing to help students learn from both strengths and mistakes of other students. The result, says Traver, is that students are more engaged in the learning process and that the quality of their work improves.