<p>The smaller class size sounds interesting. Perhaps reforming TEAL into a lecture for a small class would be better, which would give students a better opportunity to ask questions, like a cross between a recitation and a lecture. However, this chews up money and professors' time, so it might be better to go back to a regular lecture anyway.</p>
<p>That's actually a little disturbing. I get that sometimes demonstration of the process of problem solving has as much value as getting the right answer, but this is often in the higher level classes, where solving a problem requires a lot of deep thinking and many steps. I feel that in the lower level classes, like intro physics, students should be expected to produce a clear explanation of how to get to the correct answer. 8.01 and 8.02 should be solid-screwdriver-fundamental tools in a student's toolbox, not rusty ones that somehow made it. </p>
<p>As for lecture formats. Well, I very seriously doubt that most high level classes in many subjects will ever switch to some kind of TEAL format thing. Most of the advanced physics students coming into MIT will place out of 8.01 and 8.02, or take 8.012/8.022, so it won't affect them. (In fact I wouldn't be surprised if the number of students in 8.01(1/2) increased significantly)</p>