Imagine stepping into a flipped classroom where students are actively engaged in their learning process. In a science class, you might see them conducting experiments, while in a culinary class, they could be preparing meals and discussing their experiences. The teacher plays a supportive role, moving around the room to assist students as needed. The key advantage of the flipped classroom model is the increased time available for these interactive activities.
The concept of flipped learning took shape in 2006-2007 when Aeron Sams and I had a conversation with our assistant director of curriculum instruction. She was enthusiastic about the recorded lessons we were providing for our students, noting that her daughter appreciated her professor’s recorded lectures because it meant she didn’t have to attend class in person. This sparked an idea: what if students accessed content outside of class and used class time for assignments and interactive activities? This was the beginning of our journey into flipped learning.
Many people associate flipped classrooms with students watching the same video at home and then doing a related activity in class the next day. However, I encourage educators to move beyond this basic model. If you’re only using videos and worksheets, you’re missing the essence of flipped learning. Incorporate projects and design inquiry-based experiences—these are where the true benefits of flipped learning emerge.
What is the best use of your in-person class time? I believe it’s not about standing in front of students and lecturing. The approach varies between subjects, such as English and math. Many teachers remain fixed at the front of the room, using a chalkboard, whiteboard, or PowerPoint. By shifting direct instruction to an individual space, the classroom becomes an active environment where students can apply, analyze, and create.
A common concern among teachers is that students might not watch the videos. An effective strategy is to have students watch the videos during class if they haven’t done so at home. This holds them accountable while allowing their peers to engage in problem-solving groups. Students quickly realize that completing the lesson at home is more efficient than doing it during class.
One mistake teachers often make when flipping their classes is relying solely on online video resources. While these can be valuable, I prefer that students interact with content created by their teacher. The effectiveness of a flipped classroom is greatly enhanced when the teacher is the content creator, and incorporating interaction into the videos significantly improves the learning experience.
Once you’ve created a video, it’s essential to make it accessible to your students. A common myth about flipped classrooms is the issue of access. Studies indicate that about 95% of students in the United States have internet access at home. Decisions shouldn’t be based on the 5% without access; instead, interventions can be put in place for those students. Many teachers upload their content to platforms like YouTube, which is accessible on various devices.
Flipped classrooms serve as a gateway to deeper learning strategies that have been discussed for a long time but are often underutilized. The entry point for a flipped classroom is not just flipping an entire class but flipping a single lesson. For your first flipped lesson, consider what you find yourself repeating frequently and flip that lesson.
In the 2007-2008 school year, Aaron Sams and I committed to pre-recording all our lectures. That year, we created 100 videos for one class and 67 for another. We observed that students began taking more ownership of their learning, and their performance on tests improved significantly. Engagement and interest among students increased, which just makes sense. One student even remarked, “Finally, somebody teaches the way I learn.”
As a professional student, design a flipped lesson for a topic in your field of study. Record a short video or create a multimedia presentation that covers the core content. Share it with your peers and gather feedback on its effectiveness. Reflect on how this approach could enhance learning in your discipline.
Partner with a classmate and exchange your flipped lesson materials. Watch each other’s content and participate in the interactive activities designed by your peer. Provide constructive feedback on the clarity, engagement, and educational value of the lesson. Discuss how peer teaching can be integrated into flipped learning.
Develop an inquiry-based project related to your area of study that can be conducted during class time. Use the flipped model to deliver foundational knowledge beforehand. During class, collaborate with your peers to explore the project, analyze data, and present your findings. Reflect on the benefits of using class time for hands-on learning.
Research a case study of a flipped classroom implementation in a professional setting. Analyze the strategies used, challenges faced, and outcomes achieved. Present your analysis to the class, highlighting key takeaways and how they could be applied to your own educational context.
Investigate various technology platforms and tools that can be used to create and distribute flipped classroom content. Evaluate their accessibility features and discuss solutions for students with limited internet access. Share your findings with the class and propose strategies to ensure equitable access to learning materials.
Here’s a sanitized version of the transcript:
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If you walked into a flipped classroom, you would see students actively involved in their learning. In a science class, they might be conducting experiments; in a foods class, they would be preparing meals and engaging in discussions with each other. They receive more support from their teacher, who circulates around the room to assist students. You may have seen these elements before, but the magic of the flipped classroom lies in the increased time available for these activities.
My work in flipped learning began in 2006-2007 when Aeron Sams and I had a conversation with our assistant director of curriculum instruction. She expressed her enthusiasm for the lessons we were recording for our students, mentioning that her daughter enjoyed her professor’s recorded lessons because it meant she didn’t have to attend class anymore. This sparked an idea: what if our students accessed content outside of class and completed their assignments during class time? That’s how we started flipping our classes.
When people think of flipped classrooms, they often envision a scenario where all students watch the same video on a specific night and then do the same activity the following day. However, I challenge teachers to go beyond this basic model. If you’re only using videos and worksheets, you’re missing the point. Incorporate projects, design inquiry experiences—these are where the real magic happens.
What is the best use of your face-to-face class time? I would argue that it’s not about standing in front of students and lecturing. The approach looks different in an English class compared to a math class. Many teachers remain fixed at the front of the room, whether using a chalkboard, whiteboard, or PowerPoint. When you shift direct instruction to an individual space, the classroom transforms into an active environment where students can apply, analyze, and create.
A common concern I hear from teachers is that their students won’t watch the videos. One effective strategy is to have students watch the videos during class if they haven’t done so at home. This way, they are held accountable for their actions while their peers receive help and engage in problem-solving groups. Students quickly realize that it’s easier to complete the lesson at home rather than during class.
One mistake teachers often make when flipping their classes is relying on video resources found online. While those resources can be valuable, I prefer that students interact with learning content created by their teacher. The effectiveness of a flipped classroom is greatly enhanced when the teacher is the content creator, and incorporating interaction into the videos significantly improves the learning experience.
Once you’ve created a video, it’s essential to make it accessible to your students. A common myth about flipped classrooms is the issue of access. Studies indicate that about 95% of students in the United States have internet access at home. Decisions shouldn’t be based on the 5% without access; instead, interventions can be put in place for those students. Many teachers upload their content to platforms like YouTube, which is accessible on various devices.
Flipped classrooms serve as a gateway to deeper learning strategies that have been discussed for a long time but are often underutilized. The entry point for a flipped classroom is not just flipping an entire class but flipping a lesson. For your first lesson, consider what you find yourself repeating frequently and flip that lesson.
In the 2007-2008 school year, Aaron Sams and I committed to pre-recording all our lectures. That year, we created 100 videos for one class and 67 for another. We observed that students began taking more ownership of their learning, and their performance on tests improved significantly. Engagement and interest among students increased, which just makes sense. One student even remarked, “Finally, somebody teaches the way I learn.”
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This version maintains the core ideas while removing informal language and ensuring clarity.
Flipped – A pedagogical approach where traditional learning environments are inverted, with instructional content often delivered outside the classroom and activities conducted in class. – In a flipped classroom, students watch lecture videos at home and engage in problem-solving during class time.
Learning – The process of acquiring knowledge or skills through study, experience, or teaching. – Effective learning strategies are essential for students to retain complex scientific concepts.
Classroom – A physical or virtual space where educational instruction is delivered and learning takes place. – The modern classroom often incorporates digital tools to enhance student interaction and engagement.
Students – Individuals who are enrolled in an educational institution to gain knowledge and skills. – Students in the biology course were excited to participate in the hands-on lab experiments.
Content – The material, including information and resources, used for educational purposes. – The teacher curated a diverse range of content to cater to different learning styles in the classroom.
Teacher – An individual who instructs or facilitates learning for students in an educational setting. – The teacher used innovative methods to explain complex theories in physics.
Videos – Recorded visual media used as a tool for instruction and learning. – Educational videos can be a powerful tool to illustrate scientific phenomena that are difficult to observe directly.
Engagement – The level of interest, motivation, and active participation demonstrated by students in the learning process. – High student engagement is often linked to improved academic performance and deeper understanding of the material.
Activities – Tasks or exercises designed to promote learning and skill development. – Interactive activities in the classroom help reinforce theoretical knowledge through practical application.
Accessibility – The ease with which educational resources and opportunities can be accessed by all students, including those with disabilities. – Ensuring accessibility in educational materials is crucial for providing an inclusive learning environment.
