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Foreword
Some things are so familiar that they become invisible. Consider this scenario: A teacher stands in front of a class and lectures, stopping to ask questions now and then. Next, he splits the class into small groups, and they discuss today’s topic. There is nothing unusual about this situation, except that despite its familiarity, we still don’t fully understand it. It opens up a myriad of unanswered questions: Who is speaking? The teacher? The students? How much for each? Which students are speaking? The confident ones? The shy ones? The ones who already knew the topic better? The ones who hold mainstream opinions or more unusual ones? If there are patterns here, why? And how does all this affect what students are learning?