research-skillsstudent-assessmentinteractive-learning

Guide for Teachers: Using Live Guest Q&As to Teach Research Skills

ttheanswers

2026-02-09

10 min read

Turn class AMAs into research labs: teach students to prep questions, fact-check live answers, and write evidence-based follow-ups.

Hook: Turn guest Q&As from passive events into active research training

Teachers: you've booked great guest speakers, run AMAs, and watched students log on—but many leave the session with impressions, not evidence. The biggest pain point we hear in 2026 is that live learning events feel inspiring but short-lived: students ask questions, get answers, then move on without learning how to verify claims, dig deeper, or produce rigorous, evidence-based work.

This guide shows how to structure an AMA in class so students learn research skills before, during, and after a live guest Q&A—preparing meaningful questions, evaluating answers in real time, and producing follow-up evidence-based reports that demonstrate mastery.

Why this matters now (2026 trends you should use)

Hybrid and live learning are mainstream: Schools and districts have normalized live guest events and synchronous class AMAs since 2023–2025. Students expect interaction, and teachers need to make these interactions pedagogically powerful. For classroom AV and setup inspiration see portable AV kits and pop-up playbooks (portable AV kits).
AI tools are common research assistants: By 2026, students routinely use AI summarizers and citation tools. Use these tools to teach verification, not to replace it—show how to cross-check AI outputs with primary sources and fact-checkers. For guidance on giving AI useful prompts, see Briefs that Work.
Media literacy is prioritized: With misinformation still a classroom challenge, districts expect explicit instruction in evidence evaluation. AMAs provide a natural soil for practicing those skills. If you’re building a media studies research module, the media studies research proposal guide has useful framing tips.
Guest experts are more accessible: Platforms host professionals like fitness columnist Jenny McCoy for public AMAs—capitalize on this availability by designing structured, assessment-driven experiences. See trends in strength coaching and expert access in the Future of Strength Coaching outlook.

Three-stage model: Prepare, Interact, Produce

Use this simple model to convert an AMA into a research module. Each stage has concrete tasks, timing, and assessment options.

Stage 1 — Prepare (1–2 lessons before the AMA)

Objective: Students learn to craft researchable questions, identify reliable sources, and build baseline knowledge so they can ask sharper questions during the live session.

Kickoff & context
- Introduce the guest and topic (e.g., Jenny McCoy on winter training), and share event logistics.
- Frame the learning goal: “By the end of this module, you will produce a 600–1,000 word evidence-based report responding to a research question inspired by the AMA.”
Question-writing workshop (30–45 minutes)
Teach students to write three question types:
- Clarifying questions — “What do you mean by ‘periodized training’?” (short answers, reduces ambiguity)
- Evidence-seeking questions — “What peer-reviewed studies support that strength training reduces winter injuries?” (aims to elicit citations)
- Probing/implication questions — “How should a novice adapt your plan if they have asthma?” (applies expertise to student contexts)
Students draft 4–6 candidate questions and peer-review in small groups (use a quick 1–2 minute gallery walk or Jamboard).
Preliminary research tasks
- Assign a 1-page annotated bibliography of 3 sources that inform each student’s top question (time-limited search: 30–40 minutes). Include at least one primary or peer-reviewed source.
- Teach quick source checks: author credentials, publication venue, date, and funding/conflicts. Use a one-page checklist students can apply live.
Logistics, ethics, and accessibility
- Collect questions to submit ahead of time (some guests prefer this). Allow students to mark one preferred live question slot.
- Share accessibility needs (captions, ASL interpreters, transcript) and obtain parental permissions if recording.
- Assign roles: moderator, timekeeper, live fact-checker, and recorder. Rotating roles increase engagement.

Stage 2 — Interact (the live AMA)

Objective: Students practice active listening, live note-taking, and quick-source verification.

Start with a focused brief (5–7 minutes)
Remind students of the learning goal and their roles. Display the rubric so students know how participation links to their follow-up report.
Use structured questioning
Adopt a mix of pre-submitted and live questions. Teach students to use follow-ups that seek evidence: “Can you point to a study or data that supports that recommendation?”
Real-time evidence-check station
Designate 2–3 students as the live fact-check team. Their job is to:
- Quick-search the web for claims and flag immediate red flags (outdated data, vague sources).
- Capture links and timestamps for the recording (or note the guest’s citation).
- Record the guest’s exact claim in 1–2 sentences so it’s report-ready.
Use a shared doc or chat where fact-checkers paste links. This creates a primary-source trail for students’ follow-up reports. If you need guidance on building secure, teacher-facing AI helpers for verification, see best practices for building a desktop LLM agent safely.
Short synth checkpoints
Every 20 minutes pause for 3–5 minutes: have pairs summarize the last answers in a sentence and note one piece of evidence to look up later. Pauses improve retention and give teachers a chance to correct misunderstandings.
Recording & transcripts
Always record the session and capture an auto-transcript (Zoom, Teams, or Otter.ai). Transcripts make it easier to cite the guest’s claims and teach students to quote responsibly. For practical studio and capture tips that help produce usable transcripts and high-quality recordings, see our studio capture essentials.

“Jenny McCoy will be available to answer any of your fitness and winter training questions on January 20 at 2 P.M. ET.” — Example AMA announcement (Outside Online, Jan 2026)

Stage 3 — Produce (post-AMA evidence-based report, 1–2 class periods + homework)

Objective: Students synthesize the AMA claim(s) with independent research to produce a rigorous, cited report that evaluates and extends the guest’s answers.

Task prompt (clear, scaffolded)
Example prompt: “Choose one claim or recommendation from the AMA. Write a 600–1,000 word report that summarizes the claim, evaluates the supporting evidence, and presents at least one counterpoint or limitation. Include 4–6 sources, at least one peer-reviewed or primary source, and proper citations.”
Report structure (use this template)
1. Introduction: State the AMA claim and why it matters (1 paragraph).
2. Summary: What the guest said and the context (1 paragraph, cite transcript timestamp).
3. Evidence evaluation: Present supporting and contradictory evidence (2–3 paragraphs, cite sources).
4. Application/Limitations: How does the claim apply to specific populations? What did the guest not address?
5. Conclusion & recommendation: Teacher- or student-generated next steps and research gaps.
Teaching verification skills
Model a verification routine: Locate original study, check author credentials, read the abstract and methods, confirm sample size and date, and compare conclusions to how the guest framed the claim. Demonstrate how to treat secondary sources cautiously (news articles vs. primary research).
Use tech, wisely
- AI summarizers can create quick literature overviews—teach students to use them to find leads, not final answers. For prompt templates and how to brief AI tools effectively, see Briefs that Work.
- Reference managers like Zotero or simple Google Docs citation templates speed up proper attribution.
- Fact-check tools (e.g., Poynter resources, Snopes, FactCheck.org) help students weigh contested claims; expect integrated verification widgets to appear in live platforms and consult software verification resources if you’re building or choosing tools.
Peer review & revision
Use a 2-step peer review: content accuracy (evidence match, misquotes) and argument clarity. Provide a short checklist for reviewers to complete in 10–15 minutes.

Assessment: Rubrics and evidence-centered grading

Align your rubric to the three-stage model so students know what counts. Here’s a compact rubric you can adapt.

Question quality (15%) — Clear, researchable, and connects to prior scholarship.
Live engagement (20%) — Role performance (moderator, fact-checker), succinct live notes, and active listening checkpoints.
Evidence use (35%) — Number and quality of sources (peer-reviewed/primary required), correct interpretation, and handling of contradictory evidence.
Writing & citations (20%) — Organization, clarity, correct citation format, and paraphrase vs. quote balance.
Reflection & next steps (10%) — Student identifies research gaps and proposes follow-up inquiry.

Practical templates & checklists (copy-paste ready)

Live fact-check checklist (3-minute job)

Record guest’s claim verbatim (1–2 lines) and timestamp.
Find 1–2 sources that support or contradict (link + one-sentence summary).
Note source type (peer-reviewed, gov report, news, blog).
Flag any immediate red flags (no source, outdated, conflict of interest).

Question rubric (student-facing)

Is the question clear and specific? (Yes/No)
Does it ask for evidence or a procedure? (Evidence/Procedure/Other)
Is it open-ended enough to require explanation? (Yes/No)
Is it relevant to our course goals? (Yes/No)

Examples & mini-case: Adapting Jenny McCoy’s fitness AMA

Use the Jan 2026 Jenny McCoy AMA as a model. Students interested in health sciences, PE, or sports journalism can build research modules around it.

Sample student research questions

“What evidence supports winter-specific training adaptations for injury prevention in runners?”
“How does reduced daylight in winter affect motivation and adherence to an exercise plan?”
“What modifications should a trainer recommend for athletes with respiratory conditions exercising in cold weather?”

How students evaluate an exercise claim

Locate the primary literature on winter training (systematic reviews, randomized trials).
Check study population: age, fitness level, geographic climate.
Compare how a columnist (practitioner) presents practical recommendations to how the research frames them. Are practical tips supported or extrapolated beyond the evidence?

Advanced strategies for experienced teachers

Design cross-class AMAs: Partner with science, health, and journalism classes so different cohorts critique the same guest from varied disciplinary perspectives.
Use preprints and open data: In 2026, preprint servers and open datasets are abundant. Teach students to read preprints critically (no peer review yet) and extract raw data for independent analysis. See approaches used in media research modules (media studies research proposal).
Capstone synthesis: Turn the best student reports into a shared class zine or blog. Community publication raises stakes and teaches ethical attribution; consider community publishing playbooks for distribution (community commerce & publication kits).
Digital badges: Award microcredentials for verified skills—e.g., “Live Fact-Checker” or “Evidence Reviewer.” These are useful for student portfolios. For ideas on micro-grants and credentialized mini-programs, see micro-grants and rolling calls.

Common challenges and fixes

Guest gives personal opinion, not evidence

Fix: Teach students to distinguish anecdote vs. evidence. Require at least one external source verifying the guest’s recommendation before full credit.

Students over-rely on AI summaries

Fix: Require direct quotes or citations from primary sources; grade the quality of the source, not the AI output. Use AI as a lead generator with mandatory human verification. If you need to design safe verification workflows or integrate trustworthy AI helpers into a classroom workflow, review resources on building safe LLM agents.

Time constraints for busy guests

Fix: Collect questions ahead of time and use a short live segment for student-selected top questions. Offer follow-up via email or a recorded Q&A if the guest is open to it. Portable streaming and compact field kits help teams record quick follow-ups—see technology field reviews for compact setups (portable streaming + POS field review).

Future predictions: How AMAs will evolve in education (next 3–5 years)

Increased verification scaffolds: Expect integrated fact-check widgets in live platforms to flag questionable claims in real time. For developers and teams building verification for live systems, read about software verification and real-time systems (software verification resources).
AI-assisted citations: Tools will better trace AI-generated summaries back to original sources, making it easier for students to verify and cite.
Micro-credential ecosystems: Class AMAs will tie into district-level competency frameworks showing demonstrable research skills.
Community-sourced evidence archives: Classes will build shareable repositories of guest answers linked to vetted sources—useful for teacher collaboration and longitudinal study.

Quick lesson plan (4 class sessions)

Session 1 — Intro & question workshop. Assign annotated bib homework.
Session 2 — Mini-lesson on source evaluation + submit questions to guest.
Session 3 — Live AMA (with roles and fact-check team).
Session 4 — Draft report, peer review, revise and submit. Share top reports publicly.

Actionable takeaways: Use this checklist before your next AMA

Define a clear evidence-based output (e.g., a 600–1,000 word report).
Teach question types and run a pre-AMA question workshop.
Assign live roles and create a fact-check team with a shared doc.
Record the session and provide transcripts for citation; for better capture quality, see studio capture essentials.
Enforce a source minimum (4–6, at least one primary/peer-reviewed).
Use a rubric aligned to research skills and make it student-facing.

Closing: Make every AMA a research lab

Live guest Q&As—whether with a fitness columnist like Jenny McCoy or a local scientist—are powerful opportunities to teach real-world research skills. With a clear three-stage structure (Prepare, Interact, Produce), explicit verification routines, and assessment tied to evidence use, you can convert inspiration into documented learning. In 2026, when live learning and AI tools are ubiquitous, students need practice turning claims into evidence—AMAs are the perfect classroom lab.

Call to action: Try this sequence for your next guest event. Start by running the 30-minute question-writing workshop in your next class, and collect student questions to submit to a guest this month. Share your lesson adaptations or student reports with our teacher community to get feedback and a ready rubric template. For live-stream SOPs and cross-posting tips that help you reach broader audiences, see Live-Stream SOP: Cross-Posting.

theanswers

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