Active Learning and Flipped Classroom Training Course

Participants can design an aligned flipped learning sequence from performance requirements to assessment evidence.

• Backward design aligns performance outcomes, evidence requirements and learning activities
• Write observable objectives using Bloom verbs and condition-performance-criterion statements
• Constructive alignment links outcomes, pre-work, classroom tasks and assessments
• Prioritise threshold concepts, misconceptions and high-risk decisions for class time
• Sequence retrieval, explanation, practice and reflection through a learning progression
• Define minimum pre-class mastery required before collaborative application begins

Participants can create concise, accessible pre-class resources that prepare learners for active session work.

• Microlearning videos apply signalling, segmenting and worked-example principles
• Create guided reading notes with retrieval prompts and misconception checks
• Pre-class podcasts use advance organisers, pauses and concise knowledge checks
• Chunk digital content into single-purpose assets under ten minutes
• Accessible materials meet WCAG 2.2 captions, transcripts and readable document requirements
• Apply Mayer’s coherence principle to remove decorative media and irrelevant detail
• Select pre-work formats matched to technical, procedural or judgement objectives

Participants can establish preparation expectations and use pre-class evidence to adjust instruction.

• Pre-class accountability uses readiness assurance tests and confidence ratings
• Low-stakes quizzes provide retrieval practice, feedback and instructor diagnostic data
• Design question banks with plausible distractors tied to common misconceptions
• Set completion expectations, time estimates, deadlines and support routes
• Use LMS analytics to identify non-completion and uncertain responses
• Plan just-in-time teaching responses from pre-class evidence
• Communicate the learner contract for preparation, participation and follow-through

Participants can select and structure active learning techniques for different learning objectives.

• Think-pair-share structures individual thinking, peer explanation and whole-group synthesis
• Peer instruction uses concept questions, voting and explanation before revoting
• Case method prompts evidence-based decisions under realistic constraints
• Jigsaw learning assigns expert roles, interdependence and peer teaching
• Worked examples fade steps before independent problem completion
• Concept mapping exposes relationships, gaps and competing mental models
• Choose active methods according to objective, group size and room constraints

Participants can facilitate active sessions using purposeful questions, debriefs and feedback.

• Facilitation plans specify prompts, timings, transitions, materials and observation points
• Question funnel moves from recall to reasoning, judgement and transfer
• Wait time and cold calling increase equitable participation
• Manage dominant voices, silence and disagreement using neutral interventions
• Debrief protocols connect activity evidence to workplace decisions and standards
• Feedback uses task, process and self-regulation levels from Hattie and Timperley
• Address psychological safety without lowering intellectual challenge or accountability

Participants can design group learning tasks that require individual accountability and shared reasoning.

• Team-based learning applies permanent teams, readiness assurance and application tasks
• Four-S application tasks require significant problems, same choices and simultaneous reporting
• Role cards distribute facilitation, evidence checking, challenge and reporting responsibilities
• Structured controversy tests competing recommendations before reaching a justified position
• Use nominal group technique to generate and prioritise improvement ideas
• Design peer feedback criteria that distinguish contribution, reasoning and conduct
• Form groups using task dependence, expertise diversity and psychological safety

Participants can adapt flipped and active learning methods for virtual and technology-supported delivery.

• Live online sessions combine breakout protocols, shared boards and rapid polls
• H5P interactive content embeds retrieval questions within pre-class materials
• Digital whiteboards capture reasoning trails, decisions and unresolved questions
• Plan technology backups for access failures, bandwidth limits and platform outages
• Apply Universal Design for Learning through multiple representations and response options
• Protect learner data when using polls, recordings and third-party applications
• Set online participation norms for cameras, chat, microphones and response timing

Participants can assess learning quality through aligned evidence, rubrics and formative checkpoints.

• Assessment blueprint maps outcomes to evidence, methods, criteria and weighting
• Performance rubrics describe observable quality levels for applied decisions
• Scenario-based assessments test judgement rather than recall alone
• Use item analysis to review difficulty, discrimination and distractor performance
• Formative checkpoints trigger reteaching, grouping changes or targeted resources
• Calibrate assessors with anchor responses and shared scoring discussions
• Close feedback loops by requiring revision, explanation and resubmission

Participants can plan, pilot and evaluate a flipped classroom intervention in their workplace.

• Learning analytics combine preparation, participation, performance and transfer evidence
• Kirkpatrick Levels 1–4 distinguish reaction, learning, behaviour and results
• Transfer plans specify workplace tasks, manager support and observation dates
• Pilot a flipped unit using success measures and risk controls
• Review workload, accessibility and technology data before wider rollout
• Create a 90-day implementation plan with ownership, milestones and measures
• Establish a facilitator peer-review cycle using recorded-session observation criteria