Yesterday I gave a short presentation at the Inverted Classroom Conference for a group of teachers in Marburg Germany. In the presentation, I argued that the Pre-Training Effect is maximized in the inverted classroom model given the presence of the teacher during the assimilation of information phase. This allows for a inevitable second moment of transfer (Q & A, short “re-treach”, etc.) which leaves room for chunking of learning elements, and ultimately management of information complexity (intrinsic cognitive load). I argue that this effect is amplified when the inverted classroom is included as part of an inquiry learning cycle. Below are the slides from the presentation: