11/29 - 701 Blog #1

• In light of Dan Pink's research, how might "flipping" and CBL increase student motivation?  What additional benefits did the CBL research show?
  - CBL supports much of the theoretical work discussed in our last class session where students learn skills and ways of thinking versus the antiquated learning of discrete information. The correlation to Pink's work lies in the autonomy of the task and the intrinsic purpose given the immediate and local need for solutions. Flipping the classroom is essential as it is imperative that students acquire or maintain background content knowledge to act upon and feed the challenge they are looking to resolve or overcome. Lastly, in CBL the piece of evaluation of results builds in the understanding that you will not always get the answers you anticipate and sharing your work with the world builds in a self-pride factor that adds motivation,
  
  
• Will your review of this content influence your research or project design?  If not, then do either "flipping" or CBL have a future in your teaching practice?  Why or why not?
  - I cannot say it will directly impact my research and that fact that I am no longer a classroom teacher limits my immediate ability to create such a situation. That said, everything I have learned in this class and through research will undoubtedly manifest itself somewhere in my leadership style.