Abstract:
Those who thumb the pages of this journal constantly assess why they teach
the way they do. They tend not to embrace talismanic explanations of what
does and does not work.1 They are instead hunter-gatherers who pursue the
many paths leading to what works for them. Perhaps the best they can do is
to constantly assess, and reassess, their understanding of how their students
learn,2 and what constitutes effective teaching.3
This essay thus addresses one academy member’s seismic shift, after 36 years
of traditional Socratic and Problem Method teaching, to a blended learning
environment. I sensed that it was time to either retire, or pursue more active
learning techniques.4 My first step on this journey was to articulate learning
