If there’s a lot of resistance that continues into the semester, then I bring in more [explanation]. Usually, what I show them at the very beginning is a little bit of the data—such as the data that Richard Hake has published on active engagement versus passive classroom—and I do a few exercises which, when they work, show the students that their retention level, or their comprehension, goes up if I don’t tell them and they discover [things on their own].


                             

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