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Create an Effective Flipped Classroom 

Flipping the classroom is an instructional model that calls for traditional lecture content to be delivered asynchronously outside of class, often through interactive online content, videos, and readings (Bergmann, J., & Sams, A., 2012). This allows the synchronous, in-class time to be dedicated to active learning activities such as discussions, problem-solving exercises, labs, or group work. (Lage, M. J., Platt, G. J., & Treglia, M., (2000). The goal of a flipped classroom is to shift the focus of learning from passive reception of information to active engagement, resulting in deeper understanding and application of knowledge in a supportive setting. To do this, the instructor’s role must also shift from lecturer to learning facilitator and motivator, which creates a more personalized learning experience for students (McLean, &Attardi, S.M., 2023).  

Creating an effective flipped classroom involves careful planning to adequately prepare students during their asynchronous, out-of-class time so that they can participate effectively during synchronous, in-class time. Below are some guidelines that may help.

Create a Successful Flipped Classroom:  

  • Ensure that your learning objectives and assessments are aligned so that students are informed and see value in participating in both in-class and out-of-class activities.
  • Create engaging asynchronous materials – videos, podcasts, readings, etc.
  • Use quizzes, knowledge checks, or reflection questions to ensure that students engage with out-of-class activities.
  • Plan in-class time to include a brief check-in followed by time for students to apply their knowledge to engaging activities like group projects, problem solving, discussion, hands-on activities, case studies, etc. Be ready to act as a guide and a resource!
  • Collect student feedback regularly (low-stakes formative assessments like self-checks) to inform revisions to your instruction.
This infographic shows a typical sequence of learning opportunities before, during, and after a flipped class. Details in text

Credit: Flipped Classroom, University of Texas at Austin Center for Teaching and Learning. Accessed Feb. 16, 2026.

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See it in Practice

A flipped classroom requires that students engage with course materials before class and then use class time for active learning activities and opportunities for deeper engagement with the content and each other. Begin by introducing students to the flipped classroom model, providing clear expectations, and discussing the roles both they and you will play.  

Before class – at home

Instructor: Develop and curate all pre-class learning materials and design the programming task.

Students: Review the written content, recorded lectures, and screen recordings of the instructor using Python for Data Visualization. Complete the self-checks or low-stakes formative assessments in Canvas.

During class

Instructor: Begin class by answering questions and explaining the programming task.

Students: Work on the programming assignment individually, and after a period, divide into groups to discuss the strategies they used and any challenges they encountered.

Instructor: Circulate to answer questions, ask probing questions, and provide mini lectures as needed.  

After Class – at home

Students: Complete the assignment and submit it to Canvas. 

Considerations

Accessibility

  • Create multimedia and interactive elements using accessibility best- practices, including, but not limited to alt tags and video captions.
  • Ensure the technology is accessible. 

Related Examples

active learning
Flipped Classroom
social learning
Debate
Group Work
discussion
video

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3 students with safety googles looking at a frog ready for dissection

Credit: Pxhere is licensed under CCO, Accessed Feb. 16, 2026

A flipped classroom requires students to engage with course materials before class and then use class time for active learning activities and opportunities for deeper engagement with the content and each other. Begin by introducing students to the flipped classroom model, providing clear expectations, and discussing the roles both they and you will play.

Before Class – At Home

Instructor

  • Develop and curate all pre-class learning materials. Consider including the lab setup and safety instructions as well as the required course content. This can be done with text written by the instructor or other authors, short video lectures, online animations, etc.
  • Design the lab activity and the lab report requirements.
  • Create short quizzes to ensure students understand the material.

Students

  • Read the lesson content, watch all videos, and take the quiz.

During Class

Instructor

  • Begin class by answering questions about the content and explaining the lab activity.
  • Circulate to answer questions, ask probing questions, and provide mini lectures as needed.

Student Assignment

  • Work in groups to complete the lab activity and record the collected data.
  • Engage in group discussions to analyze results and troubleshoot issues.

Note: since the teaching and learning is occurring at home, there is more time to work on labs, so if practical, the labs can be more in-depth and span multiple class periods.

After Class

Students

  • Complete and submit an individual lab report to Canvas.
  • Reflect on learning and how theoretical concepts were applied in practice.

Instructor

  • Offer additional resources or office/student hours for students who need further assistance.
  • Implement regular feedback sessions to help students improve their lab techniques and understanding.

While this example is about labs, a flipped classroom can be used for almost any class or activity, from analyzing a Shakespearean sonnet to debating solutions for climate change. 

Considerations

Accessibility

  • Create multimedia and interactive elements using accessibility best practices, including, but not limited to, alt tags and video captions. Ensure any technology used is accessible. 

Other

  • Interactive Tools: Use online platforms for students to discuss and collaborate outside of class.
  • Assessment: Develop a variety of assessment methods, including practical exams, lab reports, and peer evaluations. 

Related Examples

active learning
Flipped Classroom
Lab
social learning
Group Work
discussion
video

Contributor(s)

References/Resources

  • Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day.  
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759  
  • McLean, S., & Attardi, S. M. (2023). Sage or guide? Student perceptions of the role of the instructor in a flipped classroom. Active Learning in Higher Education, 24(1), 49-61. https://doi.org/10.1177/1469787418793725  

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