Flipped Classroom

Strategies and Tools

In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
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Padlet: parking lot for questions, suggestions and comments

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The Flipped Classroom Model

Pioneers of the Flipped Classroom: Aaron Sams, along with Jonathan Bergmann were the first to flip their classes.

The Flipped Classroom by Aaron Sams
Bloom's Taxonomy

In the Flipped Classroom, students work through lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and teacher.

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Before implementing a classroom flip, educators should carefully assess whether the model is appropriate for their curriculum and students. Critical considerations include whether the students will be receptive to a change in instructional ideology, whether the subject material will translate well to the new format, and whether the technology is accessible for all teachers and students. Below are several other considerations and best practices for effectively implementing the flipped classroom model.

Padlet Activity

Read over the general considerations when integrating the flipped classroom into your teaching. On our Padlet, list one considerations that stands out to you and one challenge that you think you make encounter either with the integration of tech or the flipped classroom.

General Considerations

  • The most basic consideration in contemplating a classroom flip is whether the students will be receptive to the new learning environment. Some practitioners warn that the model may not be appropriate with students unwilling to take initiative of their own education or those that have become used to the established predictability of the traditional learning model.
  • Most practitioners advise that flipping a classroom does not need to be an “all or nothing” proposition. Rather, educators may begin with a small-scale experiment, choosing the lessons or units that would benefit most from the alternative instructional format.
  • Teachers must consider whether their classroom demographics will allow the model to be equitably implemented.


  • Though examples do exist of large-scale flips at high schools, most flipped classrooms are enacted by individual teachers who have shown interest in the model.
  • Most practitioners and researchers agree that educators implementing a classroom flip should select simple, accessible, and familiar technology. While more sophisticated platforms offer additional capabilities – such as integrated quizzes and polling – the model’s initial success is largely dependent on the system’s accessibility and ease of use. Many teachers choose to create lectures and upload them to platforms familiar to students
  • Additionally, teachers should clearly communicate the benefits and the reasoning behind such a dramatic classroom shift to students. Teachers who have explained the theory underlying the flipped classroom model often report improved student attitudes.

Content Delivery

  • A common pitfall occurs when teachers assume that all prepared in-class lectures will translate well to digital mediums – reducing a full lecture to a succinct seven-minute video is inherently difficult.
  • Be sure to incorporate effective scaffolding activities into the lecture to help students absorb, reflect on, and ultimately learn the material.
  • Advocates of the flipped classroom model typically recommend that teachers rely primarily on their own digital content, despite the challenge of creating meaningful digital content and increasing availability of third-party online lecture materials.
  • Another potential pitfall exists in the belief that teachers assume that all students will know how to effectively learn from the digital medium – Many practitioners advise that teachers have at least one in-class lesson detailing how to best approach these lectures.

Encouraging Student Participation

  • Unsurprisingly, many teachers find that students who are unlikely to complete homework in a traditional classroom are just as unlikely to review lecture materials and thereby come to class unprepared. While unprepared students can be difficult in any classroom setting, they are especially disruptive in a flipped classroom where participation in classroom activities requires a basic understanding of the concepts presented in online lectures.
  • Practitioners have developed a number of strategies to motivate such students, including:
    • Developing a series of online, post-lecture quizzes that may or may not be factored into a student’s overall grade,
    • Beginning class with a short recap and Nearpod discussion of materials presented in the lecture, and
    • Beginning each class by reviewing students’ lecture notes or requiring that each student ask at least one relevant question related to the lecture material.
  • These rapid assessments can potentially encourage students to actively engage in the video lectures and to increase teachers’ responsiveness to students’ needs.

Video Creation Tools

Provide an opportunity for students to gain exposure prior to class.

Distribution Tools

The Flipped Class: Overcoming Common Hurdles

Learning Management Tools

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Provide a Mechanism to Assess Student Understanding

Provide an incentive for students to prepare for class. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

Quizzes can help students pinpoint areas where they need help. Pre-class activities can also help focus student attention on areas with which they’re struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions.

Use URL shorteners when sharing Excel Survey Links. Bit.do allows the user to personalize the link so the students and teacher can remember the link.

Assessment of Learning

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By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and their teacher, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their current understanding of the concepts.

Importantly, much of the feedback students need can be provided in class, reducing the need for teachers to provide extensive commentary outside of class.

In addition, many of the activities used during class time (e.g., Padlet Parking lot, kahoot review, face-to-face debates, Nearpod analysis) can serve as informal checks of student understanding.

Provide in-class activities that focus on higher level cognitive activities

In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

Nearpod Tech Tuesday Session (Assessment)

Secondary Tech Tuesday - Digital Assessment: Nearpod

Kahoot Tech Tuesday - Assessment

Secondary Tech Tuesday (FEB 9) - Kahoot & Digital Assessment