Flipped Classroom

Blended Learning, Inverted Classroom

UDL 3.3

A Flipped Classroom is an instructional approach where students are given the responsibility to explore and study new content independently (generally as a homework assignment preceding the class session), while most class time is spent digging deeper into the content through enrichment or reinforcement activities. This approach inverts the traditional classroom structure where the teacher’s primary role is to provide direct instruction in class and practice is done by students independently at home. Providing content beforehand enables students to prepare for the next day’s learning and engage in the material at their own pace and allows the teacher to differentiate the content and its presentation format based on student needs ( e.g., PowerPoint handouts, videos, readings, podcasts, etc.). Because less class time is spent learning new material, students can engage in more interactive activities focused on applying new knowledge and skills in meaningful ways as the teacher provides targeted support.

Implementation Tips

Planning "Flipped" Lessons or Units
Start by identifying learning objectives and key skills when preparing to “flip” a lesson or unit. Determine what content can be effectively addressed through at-home tasks (e.g., background information or facts, routine steps/procedures, simple calculations). Think of classroom activities that will reinforce the concepts and deepen understanding (e.g., labs, inquiry-based discussions, collaborative projects). Also consider how student understanding will be assessed inside and outside of the classroom.
Preparing Students
Model important routines that students will need to be able to perform independently and provide opportunities for students to practice in class. For example, if students will be expected to access a link to a video posted on the class website, the teacher can demonstrate navigating to the site before dismissal. Additionally, if students will need to complete specific tasks such as a note-taking guide or graphic organizer, provide samples and clear directions.
In-Class Activities
Plan engaging activities for class time that prompt higher-level thinking and deeper exploration of the content presented in the previous night’s homework. This is a time the teacher can provide targeted support or reteaching as well as challenge students to apply the content and skills in new ways. Some in-class activities might include: learning centers/stations, projects, exploring different perspectives on an issue/topic, and hands-on or interactive tasks.
Using Technology to Deliver Content
Utilize technology to introduce new concepts and content to students. A slide deck (e.g., PowerPoint, Google Slides) or videos of the teacher presenting the content (see: [[|Screencast-O-Matic]] and [[|PlayPosit]]) can be posted on the classroom website. Additionally, other online media (e.g., videos, podcasts, online articles, songs, etc.) can be assigned for homework to introduce content prior to class. Check out these websites to find free content: [[|YouTube]], [[|Khan Academy]], [[|OpenEd]], and [[|Scholastic News]].
Delivering Content Without Technology
Provide content alternatives that do not require digital tools or internet access. For example, a teacher can provide copies of PowerPoint slides or assign a textbook reading with a supplemental assignment to check for understanding. Students can complete tasks that prepare them for the next day’s activities (e.g., pre-lab assignment, T-chart to plan for class debate).
Assessing Understanding
Hold students accountable for coming to class prepared and completing assigned learning activities. Note-taking forms, graphic organizers, online quizzes, and entrance tickets can be used to assess student understanding and for grading purposes. Consider using Warm-Up activities to reinforce skills addressed in the previous night’s assignment and clarify misunderstandings.
Additional Resources
For more resources and information about the Flipped Classroom approach, check out: [[|Flipped Institute]].


Reteaching in a Flipped Classroom
A fourth grade class is learning long division. The teacher assigns a video for students to watch, practice problems, and an online quiz for homework (students can also use classroom computers after school to complete the assignment). The teacher reviews quiz data to plan the Warm-Up and mini-lecture for the next day. After the mini-lecture, students use whiteboards and long division flashcards to practice solving problems with partners while the teacher pulls small groups for reteaching. During the last ten minutes of class, the teacher reviews a few difficult problems with the whole group and students complete an Exit Ticket.
Using Technology During Class to “Flip” a Lesson
A science class is studying the ecological pyramid and its relationship to a food chain. After a Warm-Up, the teacher directs students to view three videos using their individual tablets and headphones. As students watch the videos, they complete graphic organizers to note main ideas, vocabulary, key facts, and connections. Upon completion, students work with partners to complete a lab activity to further investigate the concepts addressed in the videos and connect their learning to previous content. As students are working, the teacher rotates around the room to ask guiding questions, provide clarification, and check students work for understanding.
Student-Paced Learning for a Unit
A history teacher creates a checklist that outlines unit objectives and required learning activities (e.g., lectures, readings, reflection activities, final project). Students are given printed copies of textbook excerpts, articles, PowerPoint slides, primary sources, note-taking guides, worksheets, and a final project description and rubric all in one binder/packet. Supplemental videos and resources are also posted on the classroom website. Students work independently or with peers during class and at home to complete the learning tasks for each objective. During class, the teacher monitors students’ progress and conducts periodic formative assessments to determine whether additional support or teaching is needed.

Related Strategies