This of course is exactly what the experts tell us cannot happen. "The midterm-examination scores of students in the flipped section were higher than those in the traditional sections, said Mr. Ghadiri. Although the midterm questions were more difficult for the flipped students, their median score was 10 to 11 points higher." The format, notes the article, generates a lot of resistance from students - some because they have to learn more, others because they have to move at the speed of the class, rather than letting it all slide and cramming at the last minute. But it's interesting, it seems to me - in a certain sense, all my philosophy classes were like this. No, we didn't watch videos. But we were expected to do the readings, and come into class prepared for a discussion. There's a discipline you get when you have to be 'on' on a regular basis - for me it was derived from my classes and from my work on the newspaper. Today it's derived from OLDaily and my conference presentations (two activities, interestingly, viewed as having no value by my employers, especially the latter).
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