Flipped Classroom Applications

Revisiting Flipped Classroom for Predoctoral Prosthodontic Education 🦷📚 About a week ago, I had the opportunity to lead a seminar for our DMD1 summer class here at HPU Workman School of Dental Medicine. The goal: to connect the dots between operative/restorative dentistry and prosthodontics—specifically focusing on shade selection, lab communication, clinical photography, and the fundamentals of veneer preparation and design. At previous institutions, my approach would have followed the traditional route: deliver a few hours of lecture, provide a lab briefing, then step aside. While functional, this method often left me wondering—how much of the content actually stuck? Here at High Point University HPU Workman School of Dental Medicine, we embrace active learning, and I’m particularly passionate about the flipped classroom model. Here’s how we flipped it: ➡️ Pre-Class Prep: Students were assigned videos and reading materials before class. ➡️ In-Class Quiz: Once they arrived, they took a Google Form quiz—20 questions (10 MCQs, 5 yes/no, 5 short answers). It auto-graded and offered instant feedback. ➡️ Team-Based Learning: Students worked in groups using a shared slide deck with speaker notes. Each group had to understand the content, teach their peers, and field my questions live. ➡️ Hands-On Application: After that, I gave a lab briefing with video demonstrations. Students prepared veneer on tooth #9. They scanned it pre-op, prepped the abutment, then scanned again using both PrimeScan and iTero Lumina. They marked margins, designed restorations, and optionally 3D printed their veneer using Sprintray. ⸻ Why This Works: ✅ Increased Engagement – Students aren’t just passive listeners; they actively teach, discuss, and think critically. ✅ Immediate Feedback – Through quizzes and Socratic questioning, I gauge class readiness and tailor feedback in real time. ✅ Integrated Tech + Clinical Relevance – We’re not just teaching content; we’re simulating modern workflows they’ll see in practice. ✅ Faculty Insight – I can quickly identify areas of misunderstanding and provide targeted support. ⸻ What’s Next? This model isn’t about replacing lectures—it’s about optimizing learning. As we scale this, I envision a curriculum that is fully student-driven, tech-supported, and clinically grounded. Flipping the classroom is more than a pedagogical shift. It’s a mindset change—from teaching content to co-creating learning. ⸻ Final Thought 💡 If we want students to own their education, we must first trust them enough to let them lead—while we guide, question, and support them every step of the way. The flipped classroom isn’t just a trend—it’s the future of meaningful, measurable education. #DentalEducation #Prosthodontics #FlippedClassroom #ActiveLearning #DigitalDentistry #ExperientialLearning #EducationInnovation #HPUWSDM #DMDjourney

Flipped learning... what is it good for? Well, getting outstanding exam results seems to be one thing. We had some fascinating exam results over the summer which I posted about then managed to delete the post - so here's an update on our accidental research from our A level programmes. We taught our EPQ course and most of our A level courses through flipped learning. Students work independently through interactive self-study lessons packed with short videos, written explainers, and lots of auto-marked practice questions. They then attend two live lessons a week, and have the option to book one-to-one time with their teacher if needed. Exam results from these courses were spectacular: 50% A*, 75% A*-A and 90% A*-B. That's 75% A* or A against a national average of 28%. However, we had a few subjects where we didn't have flipped learning self-study courses developed, so we added an extra live lesson per week instead, and set additional homework. The results were a marked contrast. No students achieved A*s, 17% were awarded A*-A, and 58% A*-B. One more live lesson a week, and yet the outcomes were significantly lower. I find accidental research like this hugely insightful. Half of our students achieved A*s on courses with flipped learning, and none did on our courses that followed a more traditional approach. Flipped learning can be hard to get right - you need high quality self-study materials and have to proactively support pupils to become better at independent learning - you can't assume they will have learnt these skills through traditional schooling. At Highgrove Education we do this through a coaching programme and weekly skills and mindset lessons. But when you've got it working, it produces incredible results. Why do we think it works? 👉 Pupils have to grapple with the materials in order to come to an understanding of them without a teacher explaining it in class, which makes it more challenging - and more likely to stick. 👉 Students can learn at a time and pace that suits, in an environment they find comfortable. They have control over their learning. 👉 In live lessons teachers can focus on application of knowledge rather than delivering content. Students use what they've learnt to solve problems and tackle exam questions, and hone their approach to this based on feedback from their teacher. 👉 It frees up teacher time, which can then be used for one-to-one support where needed. Each student gets the support they need without wasting class time waiting for others to catch up. Not only does it deliver great exam results, but produces students who have nailed the art of #independentlearning by the time they leave sixth form. I'd love to see more schools picking up this approach. Happy to chat if anyone is thinking of giving flipped learning a try... and always keen on connecting with others who are rethinking what exceptional education looks like 😎 #sixthform #indpendentschool #onlineschool #virtualschool #alevels

🎯 From Content Delivery to Cognitive Engagement: The Flipped Learning Shift What if we stopped using classroom time to deliver information and started using it to deepen understanding? Flipped learning is not simply about assigning videos before class. It is a learner-centered pedagogical restructuring where: Direct instruction happens before class Classroom time is dedicated to higher-order thinking Students move from remembering to applying, analyzing, evaluating, and creating Guided by the F-L-I-P framework (Flipped Learning Network, 2014), effective flipped learning is built on: ✔️ Flexible Environment ✔️ Learning Culture ✔️ Intentional Content ✔️ Professional Educator In contexts like Medical English and ESP, this shift can be transformative: 📌 Before class: Students explore core concepts independently. 📌 During class: They engage in simulations, case discussions, reflective analysis, and authentic communication tasks. The result? More speaking time. More interaction. More meaningful feedback. More professional authenticity. Flipped learning supports: Deep learning Self-regulated learning Differentiation Increased engagement It is not about technology. It is about pedagogical intentionality and maximizing the cognitive value of classroom time. How are you using classroom time to promote higher-order thinking? #EduTips #FlippedLearning #ESP #MedicalEnglish #ActiveLearning #HigherOrderThinking #TeacherDevelopment #LearnerAgency

1 teacher. 50 students. 1 way of teaching.  Does that even make sense? For years, classrooms have operated on the belief that one teaching method can work for every student. But the truth is, no two students learn the same way. + Some understand best through visuals. + Some need hands-on, real-world applications. + Some thrive in discussions, while others prefer self-paced learning. And yet, we’ve spent decades expecting them to absorb information in the exact same way. This understanding is at the heart of why we champion personalised learning in our schools, where learning adapts to the student, not the other way around. Here’s how we make it happen: ✅ Flipped Classrooms: Learning doesn’t start in the classroom; it starts at a student’s own pace. We provide curated videos and teacher-created resources beforehand, so by the time students step into class, they aren’t passively listening, they’re discussing, debating, and applying concepts. ✅ Adaptive Learning: Some students grasp a concept quickly and are ready to move on. Others need more time and reinforcement. Instead of forcing everyone to move at the same speed, we let students progress only when they’ve truly mastered a topic. No one is left behind, and no one is held back. ✅ Multiple Learning Pathways: When students get stuck, we give them options. Some prefer 1:1 teacher sessions, others thrive in peer-led discussions, and some use tech-based tutoring. We let them choose what works best for them. And the research backs that personalised learning works: ➡️ 75% of students feel more engaged in personalised learning environments, compared to just 30% in traditional classrooms, as per Matsh. ➡️ Schools that implement personalised learning see a 12% increase in attendance and a 15% drop in dropout rates. That said, technology is just one piece of the puzzle. Students still need real-world discussions, teamwork, and critical thinking exercises in a classroom setting. The key is balance. The right mix of tech + discussion + discipline can unlock a student’s full potential. What’s one way you think education can be better personalised for students? #educationforthefuture #personalisedlearning #edtech

How Flipping the Classroom Could be a Game-Changer for Workplace Learning Traditional workplace training often follows a "learn then apply" model—but what if we flipped it? A study looking at the concept of Flipped Learning 4.0 (Echaluce et al., 2024) shifts learning from passive consumption to active creation, ensuring employees don’t just gain knowledge but contribute to it. Why It Works for Workplace Learning: 📌 From Training to Knowledge Creation – Employees co-create content, capturing real-world insights for continuous learning. 📌 Organisational Learning in Action – Knowledge isn’t siloed; it’s structured, shared, and reused across teams. 📌 Higher Engagement & Performance – Employees learn by doing, solving actual workplace problems in real time. The Impact: ✅ Faster onboarding through peer-generated learning resources. ✅ Stronger collaboration as teams engage in cooperative knowledge-building. ✅ Continuous upskilling & reskilling, aligning learning with business needs. In a rapidly evolving workplace, organisations that treat learning as an active, shared process will thrive. 💡 How does your company leverage employee-generated knowledge for growth? #WorkplaceLearning #FlippedLearning #ContinuousImprovement

Teachers often look for fresh ways to keep students engaged while still checking understanding. Video quizzes bring those two goals together. A video quiz can turn review sessions into active learning, support flipped classrooms, and even provide differentiated instruction by tailoring questions to different skill levels. I put this visual together to highlight practical ways to use video quizzes in your teaching, along with tools that make it possible. A few standouts: 1. Edpuzzle for adding quizzes, annotations, and voiceovers to any video. 2. Drimify for gamified quizzes and interactive storytelling. 3. Pictory for turning text-based content into videos with quiz features. 4. VEED and FlexClip for editing videos and layering in interactive questions. 5. Canva Quiz Maker for polished, customizable quiz templates. Video quizzes work well when you want to: 1. Introduce a new topic in a more engaging way 2. Reinforce key points after a lesson 3. Assign pre-class work in a flipped learning model 4. Run quick comprehension checks in real time These tools save time on prep while giving students a more interactive experience with the material. #EdTech #TeachingTips #VideoQuizzes #EducatorsTechnology

Blended learning in low resource settings can greatly improve learning outcomes in children and adults. I recently read about a study in Zimbabwe where they used a flipped approach pre-surgery medical training - viewing four instructional videos before engaging in interactions with the teacher and peers. This resulted in increased clinical preparedness after the educational intervention. Knowledge scores improved as well. Learners expressed a preference for a flipped approach and a desire for more videos. Additionally, some learners wanted to produce their own instructional videos after engaging in the training. Blended learning is not just a method—it can be a lifeline for equitable education.

#mystudentmystrength #myteachingmystrength 🚀 Transforming Learning with the Flipped Classroom Model in IoT! 🔄💡 This semester, I implemented a flipped classroom approach in my 2nd-semester Internet of Things (IoT) course—and the transformation in student engagement and learning was remarkable! Instead of traditional lectures, students explored core concepts before class through curated videos, readings, and interactive content. Class time was then used for hands-on activities, collaborative problem-solving, and real-world applications. 🎯 Why Flipped Learning Worked So Well: 🔍 Deeper Understanding: Students arrived prepared, ready to explore advanced IoT topics. 🤝 Active Engagement: Class became a space for experimentation and peer learning. ⏱️ Self-Paced Learning: Students could revisit materials at their own pace. 🛠️ More Practical Time: We had more time for labs, prototyping, and applying theory. 📈 Improved Outcomes: Students felt more confident and better prepared for assessments. 🌟 Success Story Highlight: One of the standout moments came from a student team that used their class time to prototype a smart irrigation system using sensors and microcontrollers. They applied what they learned and also presented their project. This kind of initiative and real-world application is exactly what flipped learning is designed to inspire. This approach empowered students to take ownership of their learning and made the classroom a hub of innovation and curiosity. 💧 Smart Irrigation System – Student Innovation in Action! This conceptual model illustrates a student-built IoT solution featuring: 🌱 Soil Moisture Sensors for real-time data collection 🔌 ESP32 Microcontroller for processing and wireless communication 📲 Mobile App Interface to control irrigation remotely 💡 Automated Water Pump triggered by sensor thresholds A great example of how flipped learning empowers students to apply theory to real-world challenges! 💬 Have you tried flipped learning in your courses? I’d love to hear your experiences and insights! #FlippedClassroom #IoT #EdTech #ActiveLearning #HigherEducation #StudentSuccess #TeachingInnovation #STEMEducation #ProjectBasedLearning BNM Institute Of Technology Prof Eishwar Maanay Vaishnavee Maanay Dr. Yasha Jyothi M Shirur Satheesh Kumar Sowmya Narayanan Sadagopan Saritha Chakrasali Dr. Bindu S Kishore SARALA T Arpita Kulkarni Dr. Vijayashree Lakshman Dr.S.Y. Kulkarni T J Ramamurthy Dr.krishnamurthy GN

Excited to share my flipped classroom journey in SEHS3317 Computer System Principles at CPCE, The Hong Kong Polytechnic University! Starting September 2025, I integrated Disney Imagineering magic from my June 2024 staff retreat at Hong Kong Disneyland. Students pre-watched a 16-minute YouTube video on tech like Holotile and Stuntronics, then dove into group activities during class: "Tech Detectives" mapped sensors and actuators, while "Concept Mappers" brainstormed real-world apps. We rearranged movable tables for collaboration, used B3 papers for visible ideation, and wrapped with quick shares—no grades, just pure engagement. The result? Students connected embedded systems theory to thrilling examples, sparking creativity and deeper understanding. This phased rollout, inspired by my March 2024 PolyU workshop and past activity-based training in Pakistan, overcame initial fears about time-strapped part-time engineering students. Barriers such as prep resistance exist, but benefits—personalised pacing, immediate feedback, and increased autonomy—made it worthwhile. If you're an engineering educator, try flipping with real-world hooks like Disney tech. Check my full article on my website for details and references! https://lnkd.in/gEdWrHP6 #FlippedClassroom #EngineeringEducation #DisneyImagineering

Flipped Classrooms: Do They Really Work? The idea sounds simple: 📖 Students learn the content at home (through videos, readings, or podcasts). 💡 Class time is then freed up for discussion, problem-solving, and hands-on practice. I tried this during a nutrition lesson. Instead of lecturing about food groups, I shared a short explainer content for homework. In class, we used the time to design a one-day healthy meal plan together. The result? Struggling learners came with questions already prepared. Advanced learners pushed the discussion deeper. Class time felt active, not passive. Of course, it requires planning—and not every student does the prep. But when it works, the shift is powerful: teachers become facilitators, and students become active learners. 👉 Would you try this method in your classroom? #Education #TeachingStrategies #FlippedClassroom #InnovationInLearning