George Lucas Educational Foundation
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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

Flipped classrooms -- where direct instruction happens via video at home, and "homework" takes place in class -- are all the rage right now, and for good reason. Early research on flipped learning looks promising. In its 2013 Executive Summary, the Flipped Learning Network reported that teachers who practice flipping have seen "higher student achievement, increased student engagement, and better attitudes toward learning and school."

But successful flipping has one big catch -- if it's going to work, the at-home learning absolutely must happen. And teachers have zero control over what happens at home. For one example, we can't guarantee reliable, consistent Internet access in every household -- not yet, anyway. Those committed to flipping have found creative fixes:

  • Arranging access before and after school
  • Lending out devices
  • Sending recorded lectures home on flash drives or DVDs

These are all workable solutions. Still, the extra work may dissuade some teachers from making the leap. And even if the technology issue is resolved, that doesn't help with chaotic home environments or students who have a tendency to let homework slide.

Modifying the Flipped Classroom Concept

None of these problems should stop us from trying, but there's another way to apply the flipped model without the problems associated with sending the work home. I'm calling it the "In-Class Flip."

The teacher records a lecture.

Credit: Jennifer Gonzalez

An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through. The rest of their time is spent on other activities -- independent work and group work, with some activities related to the lesson and others focusing on different course content. As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.

This video shows you how to do it:


Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:

  1. The teacher can observe whether students are really watching. When attention starts to stray, the instructor can get students back on track right away. To boost accountability even more, try a platform like Educanon, which allows you to embed any video into an online multiple-choice assessment that you create yourself.
  2. The initial exposure to the video content has a better chance to sink in. The teacher can answer questions with more immediacy. And for students who struggle, the instructor can send them directly back to the video for a refresher.
  3. Hardware is (presumably) safer. There's less risk of a device getting broken or lost if it remains in the classroom.

Students go to a station for the lecture.

Credit: Jennifer Gonzalez


In-Class Flipping is not without its own challenges:

  1. It doesn't make for tidy one-period lesson plans. With short daily class periods, you won't be able to do a single-day flip. You need enough stations to provide work for students who haven't seen the video and some for those who have. That kind of rotation takes time. Instead of individual days, plan in bigger chunks of time where students have weekly goals and can reach them at their own pace, in any order. Traditional flips pose similar management challenges, but experienced flippers have figured out how to make it work. The discussion forums on the Flipped Learning Network offer great ideas and advice.
  2. More preparation is required at the beginning. Setting up and fine-tuning stations -- not to mention recording videos -- takes time, so start slow. Once you've been flipping for a few years, you'll have stations and videos that can be recycled.
  3. Technically, you don’t "gain" more class time. Because the traditional flip moves the direct instruction outside of school hours, there is more time for classwork. The In-Class Flip can't do this. But think about those cases where traditional flipping results in unevenly prepared classes -- in these scenarios, the teacher has to catch up students who didn't do the home viewing, so the net gain may ultimately be pretty low.

Top-down view of stations within a classroom.

Credit: Jennifer Gonzalez

Flipping is a great way to take advantage of new technologies, and it's still in its infancy. If it hasn't worked for you yet, don't throw that baby out with the bathwater. Try an In-Class Flip.

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Melanie's picture

I've been interested in flipping my classroom for some time now, however my challenge is no technology at home and many of my students homes are not conducive to a learning atmosphere. Now that I have been introduced to the idea of in class flipped classroom, the previous challenges are no longer a problem. Every student has their own chrome book to use in school. I have been using Google classroom this year and the students seem to really like the use of technology. I am willing to modify the flipped classroom and attach my videos to their Google classroom assignments, which can help students revisit the lesson as many times as needed before moving on to the practice.
I also think putting them in small groups will help them collaborate and help each other solve problems together. Students need the time to talk to one other, on topic. They need the practice solving problems and working together. I am finding too many of my students do not have language, a voice or know how to speak to another person because no one is speaking to them at home! With having an in class flipped classroom we can help them to engage in daily conversation rather than a traditional classroom where a teacher lectures and they listen.
I understand it will take a lot of work initially in creating or researching videos that meet CCS and practicing the group rotation. I am excited about the possibilities!

Jon Bergmann's picture
Jon Bergmann
Teacher, Author, Speaker, Educational Consultant, Flipped Class Pioneer

Peter: excellent thoughts as always

Jon Bergmann's picture
Jon Bergmann
Teacher, Author, Speaker, Educational Consultant, Flipped Class Pioneer

Jennifer. Great article. Thanks for all you are doing for your kids.

NT's picture

Very worthwhile article. I have struggled implementing a flipped model because I was stuck when students would not work at home. Problem solved.

MFaculty's picture

Jennifer - this is really interesting! I had not 'really' considered the flipped classroom before now, but now that I've read your article, I've got to give it a serious look!
Thank you for that,

David Deubelbeiss's picture

I'm a little perplexed. Isn't the video of the teacher providing direct instruction / lecture / essential teaching supposed to be something required BEFORE students undertake other activities and apply the learning? So how does this do anything but befuddle the process? Personally I much prefer a more blended model where it isn't about replacing direct instruction with a video out of class but creating and sharing class time with online self instruction at the school.

Jennifer Gonzalez's picture
Jennifer Gonzalez
Blogger at Cult of Pedagogy

David, if you go to the 3:18 mark on the video, I explain how the stations work so that all students get the direct instruction before applying the learning in a deeper way. I'm also curious what you mean by "online self instruction." What would that look like?

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