Good to revisit this info again. Glad they  gave the disclaimer that it can be done in sections not the complete course at once. 

I like how they kept defining the flipped classroom as something that depends on various factors. That allows people to get creative and research best practices instead of a template. 

I enjoyed the connections made to the technique and how to implement it. 

Learned the origin story of the concept but I was already familiar with this approach. 

find out what the learners like or how they learn best. then, teach them the way they best learn as much as possible.

It was an interesting fact that guessers tend to pick "True" 50% of the time. By not only changing the wording, but also requiring the students to provide a quick explanation as to why they picked either True or False, I will be able to better check for mastery and can provide more tailored feedback to their answers.

I have learned that asking "Does this make sense?" or "Are there any questions?" are ineffective ways to identify student mastery. I am guilty of asking these types of questions and will now ask the students the questions that they should be asking me to generate responses and gauge to see if they have reached mastery.

inspire your students by example 

In my situation (working in a prison) I often get students who do not speak English. If another student speaks their language, I allow them a translator in class. Otherwise, I "grade" them based on their attitude and involvement. It's about the best we can do being that the state does not provide materials in any language but English.

Are you all experiencing the students using AI for the most simple of tasks when it comes to assignments? Do you find them using it more than they should? How do you mitigate or at least limit the use of AI? Do you impose a penalty to their work if it is determined that they used AI to complete a given assignment?