Suppose you are teaching an introductory biology course and your next lesson deals with genetics. You would like to prepare your students for the upcoming class by asking them to think about the topic…
The instructor is now ready to adjust the classroom activities or lesson flow, and improvise if necessary. The flow is pretty much predetermined, but the words used in class will arise from the student responses and, most importantly, will be influenced by the feedback from the live class.
Typically, the live class is shown a representative set of responses, and the authors of the responses are invited to comment and elaborate. The rest of the class is encouraged to challenge and suggest alternatives. Properly handled, this can be a teaching opportunity that goes beyond the course content.
Students have an opportunity to practice critical thinking and communication skills. The course content is enriched because the wording actually comes from the live class, which makes the lesson fresh and interesting to the students.
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