The following example of pedagogy as decision-making comes from a different subject discipline. This is a taught practical session, during which the students undertake the dissection of internal organs including a heart. Watch for the moment when Rachael draws the attention of the cohort to a particular aspect of the dissection.
Why does Rachael draw the attention of the whole class to what the individual student has raised?
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What are the benefits and risks in doing this?
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