1. FDP201x Pedagogy for Online and Blended Teaching-Learning Process
FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR - USING EXISTING CONTENT by dr trapti saxena
 FDP201x Pedagogy for Online and Blended Teaching-Learning Process

2. Table of Contents SECTION SLIDE 5 10 ABOUT YOU 3 OUT-OF-CLASS SEGMENT
IN-CLASS SEGMENT 10

3. Dr Trapti Saxena
I am working as an Associate Professor in department of Pharmaceutics, at Gokaraju Rangaraju College of Pharmacy affiliated to Osmania university, Hyderabad. I have 14 years of experience in academics and research. I am teaching to M. Pharm and B pharm students. I have designed flipped classroom activity on the topic “Tablet Excipients” for B. Pharmacy III year I semester students.

4. Dr. Trapti Saxena Topic: Tablet Excipients
Course: Pharmaceutical technology
Domain: Biosciences and allied (Pharmaceutics)
Target audience: Students of
B. Pharm. III yr I sem.
Gokaraju Rangaraju College of Pharmacy, Hyderabad
Affiliated to Osmania University,

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the video, student should be able to
LO1-Enlist various methods of preparation of tablets (Understand Level)
LO2-Enlist examples of various ingredients used in tablets (Recall Level)
LO3-Explain various types of excipients and their role in formulation of tablets (Apply Level)
Key Concept(s) to be covered
Role of excipients in formulation of tablet dosage form
Classification of tablet excipients

6. Video Selection
First I have checked into national and international repositories and then selected the video from internet repository, You Tube.
Internet Video Repositories (filtered for Creative Commons License)
Youtube (

7. Out-of-class Activity Design - 2
Main Video Source URL
Creative Commons Attribution license (reuse allowed)
License of Video
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Introduction of tablet dosage form
V1 - 0:00 – 2:20
2.20
Basic essential excipients
V2 – 2:21 – 5:39
3.18
Optional excipients
V3 – 5:40 – 8:04
2.36
TOTAL DURATION
8:04 min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
LO1-methods of preparation of tablets
LO-2:various ingredients used in tablets
Q-1: what are various granulation methods of tablet preparation?
Q-2: Enlist basic essential tablet excipients
5 minutes
Watch V1 and then answer Q1
Watch V2 and then answer Q2

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective (Continued..)
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
LO3-various types of excipients and their role
Q-3: What is the role of diluent in tablets?
Incentive: 5 marks for assignment
5 minutes
Watch V3 and then answer Q3
Write your answers for QI,Q2 and Q3 and submit the assignment in the class
Total activity duration: 15 mins

10. In-class Segment
This section of the in-class segment of Flipped Classroom Strategy is designed to make students understand the role of excipients used in the formulation of tablets, by linking the out class segment in the class room itself for effective solution.

11. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
The student should be able understand the role of various excipients in formulation of tablets
Able to explain various examples of ingredients
Key Concept(s) to be covered
Essential and optional tablet excipients
Selection of suitable excipients for preparation of tablets

12. In-class Activity Design -2
Active Learning activities that were planed to do
Role of excipients, using
Think-Pair-Share
Examples of excipients and their selection, using
Peer Instruction

13. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think-pair and share
Explain the strategy by giving details of
Teacher explains the role of disintegrants and how it works?
Students lists the mechanisms of working of disintegrants?
Justify why the above is an active learning strategy
In think phase, each student list the mechanisms by which disintegrant works.
In pair phase, each student discuss the mechanisms with peer
In share phase, Each individual student share the answers with teacher and peers to get the solution

14. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does Pose the two PI questions in the middle of the class and provide summary of basic essential excipints. Q 1: when the quantity of the drug is too small, which excipient is used to increase the bulk ? Disintegrant Binding agent Diluent Lubricant

15. In-class Activity Design -2
Peer Instruction Strategy – what teacher does Q 2: cellulose acetate pthalate polymer is used for which type of tablet coating? Enteric coating Film coating Sugar coating Press coating

16. In-class Activity Design -2
 Peer Instruction Strategy – What Student Does
For each question they will first vote individually.
Then they will discuss with peers and come to consensus.
Listen to instructors explanation.

17. In-class Activity Design -2
TPSStrategy
In think phase, each student list the mechanisms by which disintegrant works.
In pair phase, each student discuss the mechanisms with peer
In share phase, Each individual student share the answers with teacher and peers to get the solution

18. In-class Activity Design -2
TPS Strategy – What Instructor does Think (~3 minutes) : List out the mechanisms by which disintegrating agents works

19. In-class Activity Design -2
TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers with peers. Add additional information you could get after discussion with your peer While students are pairing and discussing, instructor take a round of the class to see what they are doing. Instructors motivate the students to take part actively.

20. In-class Activity Design -2
TPS Strategy – What Instructor does Share (~10 minutes) Instructor asks each student to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution of the problem and discussed various mechanisms of working of disintegrants. Instructor also provides examples.

21. In-class Activity Design -2
Review of special cases (~10 minutes) In the share phase, the teacher reiterates for the clarification of doubts at individual level specific to each student.

22. In-class Activity Design -2
Justify why the above is an active learning strategy
In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps.
They are required to think deeply about tablet excipients, analyze their importance/role and do higher order thinking and evaluation.