Flipped Classroom
Class Size
Individual
Time
Varies
Technology
Advanced
Domain
Cognitive
Difficulty
Advanced
Delivery
Face-to-Face, Online, Hybrid
Overview
Flipped Classroom reverses the traditional model: students watch instructional videos at home and use class time for practice, discussion, and application. The direct instruction that was once done in class is now done independently; the practice that was once homework is now done with teacher support.
Educational Purpose
In the traditional model, students receive instruction in class but practice alone at home, where they have no support when stuck. Flipping this means students get support exactly when they need it most: during practice.
Educational Psychology Behind It
Research on flipped classrooms shows improved achievement and engagement when videos are short, interactive, and class time is used for active learning. The model works best when the flip frees up time for higher-order activities.
Why It Works
Research on flipped classrooms shows improved achievement and engagement when videos are short, interactive, and class time is used for active learning. The model works best when the flip frees up time for higher-order activities.
When to Use It
Use for content that can be delivered via video in Grade 7 and up. Best for topics requiring extended practice or discussion. Requires student access to devices and internet at home.
When NOT to Use It
Avoid flipping without ensuring all students can access videos. Avoid using flipped time for more lecture instead of active learning. Do not assume students will watch videos without accountability.
Best Grade Levels
Grades Grade 7 to Grade 12
Best Subjects
All subjects
Step-by-Step Classroom Guide
- 1Create or curate short instructional videos (5-10 minutes) covering the direct instruction content.
- 2Assign videos as pre-class work. Include a accountability check (notes, quiz, or reflection).
- 3In class, start with a brief check of video understanding.
- 4Use class time for application, practice, discussion, and projects that would be difficult to do at home.
- 5Circulate and provide targeted support during practice.
- 6Close with a summary or formative assessment.
Classroom Scenario
Ms. Ramos flips her Grade 10 Chemistry class on balancing equations. Students watch a 10-minute video at home that explains the concept and works through examples. In class, instead of lecturing, students work in pairs on increasingly complex equations. Ms. Ramos circulates and helps pairs that are stuck. One pair struggles with combustion reactions; she provides targeted help. By the end of class, all students have practiced with expert support available. Previously, they would have practiced alone at home and been stuck without help.
Sample Dialogue
Advantages
- Class time is used for the highest-value activities with teacher support
- Students can rewind and rewatch videos as needed
- Frees up class time for discussion and application
- Enables personalized support during practice
- Develops self-directed learning habits
Limitations
- Requires reliable internet access for all students
- Students may not watch videos without accountability
- Teacher must create or curate quality videos
- Not all content is suitable for video delivery
Common Mistakes
- Not ensuring all students can access videos
- Using flipped time for more lecture instead of active learning
- Not holding students accountable for watching videos
- Creating videos that are too long (over 10 minutes)
Variations & Adaptations
Adjust the platform choices, complexity of digital tasks, and amount of teacher scaffolding based on students' digital literacy.
Technology Integration
This strategy inherently integrates technology. Ensure all students have access to devices and provide alternatives for those who do not.
Assessment Ideas
Assess through observation of participation, quality of technology, and formative checks such as exit tickets or quick writes.
Reflection Questions
🤔 What did you learn from this activity?
🤔 What was the most challenging part?
🤔 How could you use this strategy in a different subject?
🤔 What would you do differently next time?
References & Further Reading
- Bergmann, J. & Sams, A. (2012). Flip Your Classroom. ISTE.