These two articles have me thinking not just about models for “flipped” classrooms (though there are a lot of interesting things to think about in that first article), but about how we let (or whether we let) research influence our practice.
“With this study, we are showing that research in education is useful because sometimes our intuitions about ‘what works’ are simply dead wrong,” said Blikstein.
“Were those students “auditory learners?” I don’t know. And I don’t think it matters. I found a way to teach them, playing to their strengths. And that was good for everyone in the music program.”
Things I’m wondering:
- When do we trust our “gut instincts”?
- What if our gut is wrong?
- How can research inform our instincts?
- How can our instincts influence research?
- How do we make meaningful connections between research and practice–in both directions?