Flipping the Classroom

What: A flipped classroom turns the traditional approach to learning through a lecture on its head. Students are actively engaged in reading about the topic, or watching videos or listening to podcasts about it beforehand. Instead of presenting content in the lecture theatre, the lecturer’s role is to support students to delve into, debate and reflect on the content they have already looked at, making good use of the time they have together. This can challenge able students further and be supportive to those students who are struggling. Knowledge encountered outside the classroom is assimilated via through applying knowledge to problems, critical thinking and support inside the classroom.

Why: The lecture timetables people to be together, yet normally lectures put the spotlight on just one person – the lecturer. The Flipped Classroom shifts that focus, making the most of people being together by putting core content where it is most useful – as a clear, coherent resource available ahead of time and then later for further review too. This means attention can be paid to actively challenging students whenever people are together in a supportive environment.

Content is available asynchronously – this means students can access content, and revisit it whenever they need it. The approach supports independent learning and helps to clarify expectations for independent, informal and deep learning.


Case studies

Further resources:

Share your practice, ideas, and resources

Submit your ideas

We would like to hear about your practice and ideas and the resources you use.

Please post comments along with any ideas, useful resources or other improvements

This site uses Akismet to reduce spam. Learn how your comment data is processed.