I've been paying attention to this teaching methodology for a few years (even before I became an educator), and over the past couple of years, have started to incorporate parts of its technique into my classes. But this year, I've decided to go into it head on and going all in for my intro E&M class. I think it is because I'm finally comfortable with the "pre-lectures" that are available to the students and also the various conceptual questions that I can bring out to the students to gauge their understanding. But still, I'm always finding new things to learn and new insights into this methodology. Even using Eric Mazur's guidelines, I find that I often do considerable tweaking because of the type of students that I get. I find that I have to go over a lot more conceptual issues with students who are not physical science/engineering majors, and often, these take up a larger portion of lecture time than I expected. One of the things that we practice is having students work in groups on the whiteboard on a particular problem. My class is in one of the "special classrooms" in which there are whiteboards all around the room. This enables students to get up and work on the whiteboards and discuss among themselves on how to arrive at the answer. I walk around merely as a guide if they need help ("Are you sure that is the correct units?", "Why did you choose to solve it this way, and not that way?"). We also have clickers for each students to use when we do a poll on conceptual questions. I follow rather closely to what Mazur has suggested in dealing with the poll results. So, is there anyone else adopting this technique? Do you have any special insight into this methodology? Do you have neat conceptual questions in E&M that you like to pass along? I'd also like to find out if this technique is being used outside of the US. Zz.