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(Keynote presentation given at the annual conference of the Michigan Mathematical Association of TwoYear Colleges, Detroit, MI on October 5, 2013.)
The way we traditionally design college classes  with lecture front and center in class and homework outside of class  suffers from two serious flaws: There is no natural way to find and repair student misconceptions by the end of class, and students' access to expert help is inversely proportional to their need for help. The inverted or "flipped" classroom is a solution to those design flaws. In this presentation we discuss flipped course design, best practices for designing a flipped lesson, and lessons learned from flipping.
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