ABSTRACT
Scenarios and simulations may vary in how stringent and specifically directed is their logic. Different families of scenarios are defined by different ensembles of choices along each of these dimensions. The chapter explores three such families of pedagogical scenarios. Some are familiar, and some are unfamiliar, at least conceived in the way the author will propose. Step-Right-Ins are used to immediately focus a group’s energies; that is why starting with them, as students indeed walk right in, is so helpful. To step into the room is also to step right into the work. This is also why Step-Right- Ins are typically small scale, urgent, and brief—so that the class can move to other kinds of work, building on and seguing from them. Many teachers use group work in many ways and for many purposes.
