This only works if you either have very intrinsically motivated students or you verify that really everyone has actually read the assigned materials before class. Otherwise, some people will turn up unprepared, you will have to explain stuff they should have gotten from the reading assignment, other students will be annoyed, students will stop preparing for class, vicious cycle.
And then you fail them. I suspect an institute genuinely empowered to do so, where the expectations were declared up front and followed through on consistently, would fare well, after the dust settled.
As far as I can tell (based on university and high school level instruction forums) institutions increasingly are not backing the teachers that want to let kids that have earned that F fail the students.
I've heard of places where the minimum points for an assignment is 50% even if you never turn it in which is insanity.
I don't fail them usually - I expose them; and once I asked a student to leave the room because they were blatantly unprepared despite me warning them before.
My main point is: flipped classroom works great in some
contexts but is no panacea and requires setting clear expectations.
Aside: as English is not my native language: "you fail them" can mean both "you give them a failing grade" and "you fail to provide the support they need", right?
> "you fail them" can mean both "you give them a failing grade" and "you fail to provide the support they need", right?
Yes, but as written the latter would not be a reasonable parse. For that sense: “you have failed them”, sure; “you are failing them”, sure; even “in acting so, you fail them”; but “and then you fail them” as an entire sentence would be very weird. The emphasis I placed on “fail” also doesn’t feel particularly compatible with that sense of the word.
I've been in uni classes which used this concept (about 10 years ago though). It also requires that content is given in the right size and complexity each week, otherwise there will also be people coming to class who did do their homework but didn't understand it properly and just like the people who didn't read it need full explanations.
I also felt having multiple explanations (in a regular class where you could also read the book in advance) from regular lecturers helped me in gaining understanding because having something explained in multiple ways made sure there would be at least one way, or a combination, which made it 'click'.
I always liked the regular lectures where you would be required to do some pre class reading and a smaller set of exercises the most, as you would be engaged in the class itself and would be getting repetition with different explanations.
As a student, 20 years ago, I felt like I was going crazy when using SDCC for pic16. Being new to microcontrollers and C, SDCC seemed cursed - even simple 'blink LED' test cases pseudo-randomly worked or didn't. It turned out that the compiler optimized away some 'empty' loops a little bit too aggressively without realizing that these loops were setting output pins. These bugs have long been fixed but still live on in my long-term memory.
I still run across this to this day with GCC and Cortex-M code. The optimizer will occasionally decide to blow away loops that are clearly doing something.
May I just note that there are other jurisdictions on this planet that are less money-biased than than the US one but will be disrupted by law-LLMs as well?
It seems much more probable to me that these LLMs will make good things worse than that they will make bad things better.
mildly interesting detail: some of the videos also include an audio track - and because some of the videos are mirrored in time, you get to hear demonic voices:
Sounds interesting - especially as gather.town no longer offers an event option.
However, the landing page uses 100% CPU and stutters a lot.
Also, signup does not work for me, with https://app.flat.social/api/auth/signup
returning 403 forbidden:
I hope that this is temporally and spatially far away enough. In order to fully appreciate the joke, one should have read https://openai.com/index/navier-stokes-solution/ (I didn't beforehand).
I don't think that "death" is the perfect word here - it typically describes a permanent state.
FWIW, what you describe ("temporary state of complete loss of personal purpose") is called "Sinnkrise" in German (crisis of meaning/purpose).
(And because not everybody might know: the comment references Kübler-Ross' five stages of grief (when confronted with a tragic outlook)¹: denial → anger → bargaining → depression → acceptance)
Thanks for the German word. I can’t read most of the literature, but initial glance it does indeed seem the same.
FWIW I never enjoy naming things lol. I agree death and temporary seem at odds. “Purpose Loss” didn’t have the same gusto. I mostly riffed the vocabulary and definition off “Ego Death” https://en.wikipedia.org/wiki/Ego_death
It seems that at least three groups tried to replicate the study and failed (i.e., found no or little actual effect)¹.
> In contrast, other research in economics and sociology has hypothesized and found a positive relationship between SES and prosocial and ethical behavior. We review the empirical evidence for these contradictory findings and conduct two direct, well-powered, and preregistered replications of the field studies by Piff and colleagues (2012) to test the relationship between SES and unethical/selfish behavior. Unlike the original findings, we find no evidence of a positive relationship between SES and unethical/selfish behavior in the two field replication studies.
There was also this follow-up [1], pointing out that most of these 7 studies only had something like a 50–65% estimated chance of producing a significant result, yet all 7 did.
In other words, if a whole series of fairly noisy experiments all comes out squeaky clean, you have to wonder whether you're actually seeing the whole series.
The sad thing is how many people will believe this and repeat it. Kind of like the Stanford Prison or Milgram experiment, Or pretty much most anything that's come out of sociology
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