1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR by dr trapti saxena
Gokaraju Rangaraju College of Pharmacy

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 “Self Emusifying Drug Delivery Systems: Formulation” for M. Pharmacy I year I semester students.

4. Dr. Trapti Saxena
Topic: Self Emusifying Drug Delivery Systems: Formulation
Course: Modern Pharmaceutics
Domain: Biosciences and allied (Pharmaceutics)
Target audience: Students of
M. Pharm. I 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 formulation components of SEDDS (Understand Level)
LO2-Enlist examples of various ingredients used in SMEDDS (Recall Level)
LO3-Explain various advantages of SMEDDS (Apply Level)
Key Concept(s) to be covered
Role of excipients in formulation of SMEDDS

6. Video Selection
I have used my own video which I have already uploaded on You Tube.
Internet Video Repositories
Youtube (

7. Out-of-class Activity Design - 2
Main Video Source URL
Standard YouTube License
License of Video
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Formulation Components of SMEDDS V1
Advantages of SMEDDS V2
TOTAL DURATION
10.41 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-formulation components of SMEDDS
LO-2:various Advantages of SMEDDS
Q-1: what is the role of various formulation components of SMEDDS?
Q-2: Write the importance of SMEDDS in enhancing bioavailability of lipophilic drugs.
10 minutes
5 minutes
Watch V1 and then answer Q1
Watch V2 and then answer Q2
Incentive: 5 marks for assignment
Total activity duration: 15 mins

9. 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 SMEDDS, by linking the out class segment in the class room itself for effective solution.

10. 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 SMEDDS
Able to explain various examples of ingredients
Key Concept(s) to be covered
Significance of self emulsifying systems
Formulation components of SMEDDS

11. 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

12. 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 process of self emulsification in SMEDDS?
Students write the role and required concentration of surfactants in SMEDDS
Justify why the above is an active learning strategy
In think phase, the role and required concentration of surfactants in SMEDDS
In pair phase, each student discuss the role with peer
In share phase, Each individual student share the answers with teacher and peers to get the solution

13. 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 formulation components. Q 1: which formulation component of SMEDDS facilitate lymphatic uptake of drug ? Surfactants Oils Co-surfactants Co-solvents

14. 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.

15. In-class Activity Design -2
TPS Strategy
In think phase, the role and required concentration of surfactants in SMEDDS
In pair phase, each student discuss the role with peer
In share phase, Each individual student share the answers with teacher and peers to get the solution

16. In-class Activity Design -2
TPS Strategy – What Instructor does Think (~3 minutes) : , the role and required concentration of surfactants in SMEDDS

17. 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.

18. In-class Activity Design -2
TPS Strategy – What Instructor does Share (~8 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 discuss the significance of higher concentration of surfactants in self emulsification process. Instructor also provides examples.

19. 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.

20. 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.