Few professions are “revolutionized” with such frequency as teaching — and with such minimal impact on actual practices. As veteran teachers, we’ve seen many teaching practices and technological advances that promise to transform (or disrupt) education, including programmed instruction, clicker questions, discovery learning and on and on.

They follow a similar pattern: initial excitement with reports of strikingly positive results, followed by the growth of doubts and negative results, leading to a mixed picture of success and failure, and then descending into inconsequentiality or practice by only a limited number of adherents.

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