Flipped classroom method

The flipped classroom method is an innovative pedagogical approach that inverts traditional teaching structures by shifting instructional content delivery outside of the classroom and moving practice and application activities into class time. In a conventional classroom, teachers present new material during class and assign homework for students to complete independently. The flipped classroom model reverses this format: students first engage with new concepts through pre-class assignments—such as reading, watching recorded lectures, or interactive modules—allowing them to progress at their own pace. This shift capitalizes on the capabilities of technology and digital resources, giving students the opportunity for repeated review, self-paced learning, and increased engagement with foundational material prior to classroom interaction.

During in-person class sessions, the role of the teacher transforms from a lecturer to a facilitator or coach. Class time is dedicated to collaborative exercises, active problem-solving, peer instruction, and Socratic dialogue. This structure affords students richer opportunities to apply concepts, ask targeted questions, and receive immediate feedback from their peers and instructors. The flipped classroom supports differentiated instruction, as teachers can tailor group and individual activities to address varying skill levels and provide personalized attention. Moreover, it encourages higher-order thinking, as students arrive prepared to engage in analysis, synthesis, and evaluation rather than passive note-taking.

Research on the flipped classroom method suggests several potential benefits, including enhanced student motivation, improved academic achievement, and greater student autonomy. Studies have documented increased engagement, fostered critical thinking skills, and better retention of course content compared to traditional lecture-based models. Nevertheless, effective implementation requires careful planning and consideration of student access to technology, the quality and accessibility of pre-class materials, and mechanisms to hold students accountable for preparatory work. While challenges remain, the flipped classroom approach aligns well with contemporary educational trends emphasizing active learning, student-centered instruction, and the purposeful integration of technology into teaching and learning processes. 

PhDr. Pavel Bartoš, LL.M., DBA (Evropská akademie vzdělávání / European Academy of education)