Will You Flip for “Flipped Teaching?”

Flipped Teaching (also known as reverse instruction or the inverted classroom), is a relatively new buzzword in education.  It began in the 1990s as technology (specifically computers) began to be commonplace in the classroom and at home.  As more and more students were able to get their hands on computers, teachers began questioning the role of the teacher in the classroom and the role of homework as well.  What evolved is a tutor-based approach where digital lectures are given outside of the classroom and students work on problem-solving during class time, with the teacher right there as a guide and coach.

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Here is an idea of how Flip Teaching works in some classrooms:

1. The teacher creates an instructional video of the lecture and posts the video on a web-based site, such as You Tube.  Recently, several websites have begun collecting videos made by teachers and posting them online to share.  Sites like TED-ed  and the Khan Academy have a plethora of video-based lessons to choose from, most of which are under 10 minutes.  TED-ed works with animators to capture an awe-inspiring lessons happening in a classroom and share this experience for everyone to see.  These websites also offer background information, discussion questions for deeper thinking and even quizzes.  Ultimately, the teacher could create his own video or find an appropriate one online to assign students as homework.  Some teachers even pair up with a colleague in order to lighten their video creating load.


The Dawn of Art
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2. The students watch the lecture at home as homework.

3. Students are given a quick quiz at the beginning of class that lets the teacher know if the video was watched and the homework was completed.  Most flip teachers offer quick, basic quizzes that are worth only a few points and take only a few minutes to complete each day.  The points are then included in the students’ overall grade.

4. Students spend class time working on projects or problem-solving based on the information from the videos.  Teachers are seen as a guide and coach to help students with problem-solving strategies and differentiate learning during this applied instruction time.


The Pros and Cons of Flip-Teaching

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Want to learn more about Flip Teaching?  Check out these resources: The Flipped Classroom, Duke University’s: Flipping Teaching Around, and The Flipped Classroom: EduucationNext.

What are your thoughts on Flipped Teaching? 

Have you ever tried it?  Would you consider it?


Heather Crockett

Heather is AOE’s Project Manager and an expert in differentiation, curriculum development, and assessment. She is a veteran teacher in the art room and at the graduate level.


  • Phyl

    A teacher friend of mine tried flipping her middle school math classroom this year. She was really enthusiastic and gung-ho about the process and concept, though I admit I was skeptical. By the 2nd marking period, the room was un-flipped. It was challenging, I believe to get the kids to watch the videos at home amidst all their other homework and activities. Put them on the internet and they got instantly distracted! Parents tried to cooperate but got frustrated. And frankly, there’s some of us (me! for example) that don’t learn well by watching a video. I prefer a more interactive style of teaching, both as a teacher and a learner, and I’m sure I’m not alone. Plus, she spent a LOT of time recording those videos, which I don’t believe captured her enthusiastic style, sense of humor, and ability to ‘connect’ with the kids. I’m curious (but skeptical) as to how this process would work in an art program, and I’m wondering if anyone has done it successfully in art.

    • Phyl,
      You bring up a good point. What was once flipped can be easily ‘un-flipped’ but for some it might be worth a try. You just never know! I hope there is someone out there who has tried this in the art room and is willing to share.

  • Laura

    This is what college is like…you go home, you read the materials, you watch the videos, and come into class to discuss. The difference is that in college, students have the disipline to actually do this–the ones who don’t do the reading will probably fail. No one holds your hand in college.
    In school, students HAVE to be there, so you are going to get kids who don’t want to participate. You cannot reasonably expect students to participate when its forced…teenagers hate that. I could see myself posting videos that would ASSIST in the learning, but that would not be a requirement to activley participate in class. I might even give out online quizzes for extra credit, that are attached to the videos, and advertise this as a way to “help yourself”. The students who want the leg up will watch the videos, and get more out of the class.

    • You bring up a good point. Your extra credit idea might be a great way to pilot this activity and see if it works for you and your students or not.

  • Lindsey Miller

    I’ll be doing a modified flip. My 3 high school classes are all 9-12 in the class together, so I have to work on multiple levels and with multiple projects. I’m getting 5 I pads for this upcoming school year, so I plan to utilize technology to help. I don’t think they’ll necessarily be required to watch at home, but in class when they are ready for the next step of a process. For example, I have 1 wheel for pottery, so by the time the last student throws, it may have been weeks since I did a demo. We’ll be using videos so students can review techniques and demos so I am not repeating myself. I also want to include more art history and it’s frustrating when students miss class for school activities, so if the lecture or content is online, they can easily go back and see what they missed before returning to class.

    • A colleague of mine taped all her demos and used iPods (this was prior to iPads) if students got behind of missed class. It is a great way to transfer responsibility to the students.

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