Lots of interesting (and maybe dubious?) methodological stuff in this. Its primary value for me was articulating a complex structured design fully, and testing that full design (rather than one or two smaller interventions). If you want to restructure your class like this, you could do it directly from the descriptions in this article, which is normally not the case with these things.
Of more immediate use to my own work is this:
Without reading quizzes or other structured exercises that focus on acquiring information, it is not likely that informal-group, in-class activities or peer instruction with clickers will be maximally effective. This is because Bloom’s taxonomy is hierarchical (Bloom et al., 1956 ). It is not possible to work at the application or analysis level without knowing the basic vocabulary and concepts. We see reading quizzes as an essential component of successful, highly structured course designs.