Lessons From Flipped Classrooms and Flipped Failures | Jeffrey R. Young

The feeling would crop up every so often. Robert Talbert would get the nagging, unsettling sense that the lectures he gave in his Calculus courses just weren’t sinking in.

“I kind of felt like there were these little cracks in the edifice every now and then where I would give just these great lecture courses, [and] I’d have students who were engaged, you could see it in their eyes. They seemed to be engaged. They would do well on timed tests, just acing timed tests. No problems. And then first day, second semester it’s like nothing ever happened.”

After a while the professor concluded…

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