…an important element to consider here is that transforming one’s pedagogical approach to what some people are calling flipped requires an increased attention to how time is used inside and outside the classroom, how activities should be paced, how activities and learning should support one another, how support structures can be used inside and outside the class, and if or how various elements of work should be assessed. In other words, the transition to something new requires an attention to detail. Is anyone examining the possibility that some of the benefits currently attributed to what people call flipping are really attributable to more intentional pedagogy, and an increased focus on the craft of teaching?