Overall Session Design Information
Curricular Connections & Session Goals – What do you hope to accomplish in this session? How does this session relate to block goals and EPOs?	You can use the NOTES Template for this.
Learning Objectives – What should medical students know or be able to do by the end of your session? NOTE: We assign lower-order objectives to pre-session work or things we expect students to be able to learn on their own without our direct intervention. Copy and paste LO’s that target LOWER order thinking to the INDIVIDUAL SPACE and those that target HIGHER order thinking to the GROUP SPACE section of this template.	Objective #1 Objective #2 Objective #3 Objective #4 Objective #5
Assessment – How do I currently assess the achievement of these learning objectives? (on the final exam? Formative assessment?) List these here as resources for planning your flipped learning session.

Design the INDIVIDUAL SPACE (Pre-session work) [Foundational knowledge needed for students to engage in session activity]
Pre-session objectives: Which learning objectives target lower order thinking? Which ones can you entrust to students to learn on their own without your direct intervention and pertinent resources (e.g., articles, videos, etc.)? Figure 1 Lower-order LOs generally assigned to pre-session work	Objective #1 Objective #2
Resources: Which resources will help students achieve these objectives? Example: textbook excerpts; apps; videos; articles	[Which resources do you currently use? How could these be adapted for self-managed learning? Do you have to create new resources, such as independent learning module? Brainstorm with colleagues. Ask FID Director for assistance.]
Technology: Which software, app or non-digital technology would support communication of key concepts? Assessment of learning? Deliver formative feedback, where feasible?	[Examples: Poll Everywhere; Qualtrics survey tool; PlayPosit]
Assessment: How will you ASSESS the PRE-session objectives? In other words, how will you determine students learned what you wanted them to learn or can do what you need them to be able to do?
ESTIMATE TIME it will take for students to complete the pre-session work

Design the GROUP SPACE (Live Session) [Utilize Active Learning Strategies]
Activities: Which activities will facilitate student active engagement in achieving the learning objectives that target HIGHER ORDER THINKING? [Consult Bloom’s Taxonomy Revised]	[Consult the Active Learning Cheat Sheet and FID website for ideas.]
Resources: Which resources will support implementation in an efficient and effective manner?	[What resources do you currently use? How could these be adapted? Do you have to create new resources, such as cases, quizzes or simulation exercises? Brainstorm with colleagues. Ask FID Director for assistance.]
Technology: Which software, app or non-digital technology would best suit implementation of the objectives? (If applicable, which tech will help assess learning?)	[Consult the FID Website on Ed Tech for ideas]
Assessment: How will you assess students’ achievement of the session objectives? In other words, how will you determine students learned what you wanted them to learn or can do what you need them to be able to do?	[Consult FID Website on Apps for Assessment for ideas]
ESTIMATE TIME it will take to run the active learning exercise(s) and how much time to reserve to adapt instruction to fill in the gaps identified by the formative assessment

Your Reflections on Implementation

Were students engaged actively in the session activities?
Which activities or strategies worked well?
Challenges, Questions or Concerns?
How can I enhance this session further?