ABSTRACT
Picture a college teacher who regularly sets up classroom scenarios— challenging problems, unscripted dramas, role-plays, simulations, and the like—such that the scenario frames and drives most of the action and learning that follows. Sometimes these scenarios can be seen coming. Other times they happen unexpectedly and on the spot. Students quickly learn to just go with the flow, and by design, that flow can often be powerful indeed. Picture a college teacher who regularly sets up classroom scenarios— challenging problems, unscripted dramas, role-plays, simulations, and the like—such that the scenario frames and drives most of the action and learning that follows. Sometimes these scenarios can be seen coming. Other times they happen unexpectedly and on the spot. Students quickly learn to just go with the flow, and by design, that flow can often be powerful indeed.
