1. Find flippable content:

• 1. What fundamental content can be chunked and recorded?

  2. When do students get bored and tune out?

  3. Where are students confused and have difficulty following along?

3. Link to learning objectives:

• 1. Don’t ask to simply "understand" or "recall" information.

  2. Do ask students to "apply" knowledge, "solve" problems, or "analyze" a case.

2. Prepare prep/foundational content:

• 1. Focus on foundational content.

  2. Create interactive modules with automated assessments.

  3. Make available to students at least 1 day prior to the Active Learning session.

4. Plan an active and engaging in-class session:

• 1. Reference prep content - don't reteach it.

  2. Use higher level content to provoke discussion and application of knowledge.

Traditional lectures:

• Students forget at least 80% of the content in a live lecture within 24 hours.

• Live lectures are "one size fits all" - students cannot control the pace of learning.

• Students have little or no time to absorb and think about new material in order to formulate possible questions.

• Live lectures suffer from very poor attendance - students who attend are often intimidated, distracted and bored.

Flipped classroom:

• A wider range of activities accommodates varied learning styles - Visual, Aural, Read/Write, and Kinesthetic.

• Students highly value active learning sessions - and attend them at higher rates than lectures.

• Students can revisit information whenever they choose as many times as needed.

• Faculty have more opportunity to offer feedback and engage students in valuable discussions.