Flipped Classroom: A Practical Implementation Guide for Elementary Teachers

What Is a Flipped Classroom?

The flipped classroom model reverses the traditional structure of learning:

Why Flip? The Benefits

For Students

• •Learn at their own pace: Pause, rewind, rewatch content as needed
• •Get help when stuck: Teacher is present during the application phase when most confusion occurs
• •More active class time: Less passive listening, more doing
• •Peer collaboration: Class time is spent working with classmates, not listening alone

For Teachers

• •More time for individuals: Walk around helping during practice instead of lecturing to all
• •Immediate feedback: See where students struggle in real time
• •Richer class activities: Time for discussion, projects, experiments
• •Less repetition: Create the content once; students can rewatch forever

The Pre-Class Component: Content Delivery

Types of Pre-Class Content

• •Teacher-created videos: You on camera explaining concepts (most personal)
• •Screen recordings: Your voice over slides or demonstrations
• •Curated videos: Quality content from YouTube, Khan Academy, etc.
• •Interactive videos: Videos with embedded questions (Edpuzzle, PlayPosit)
• •Reading assignments: Text-based content for older/stronger readers
• •Audio/podcasts: For auditory learners or variety

Creating Effective Videos

If you create your own videos (recommended for building student connection):

• •Keep them SHORT: 5-10 minutes max for elementary. Shorter is better.
• •One concept per video: Don't cram multiple topics
• •Be conversational: Talk TO students, not AT them
• •Show your face: Personal connection matters
• •Include visuals: Slides, demonstrations, manipulatives
• •Embed checks: Ask questions throughout to keep students thinking

Ensuring Students Watch

The biggest concern with flipping: Will students actually watch?

• •Accountability notes: Students complete a simple note sheet while watching
• •Embedded questions: Use tools that pause for questions (Edpuzzle)
• •Entry tickets: Quick quiz at the start of class based on video content
• •No-watch backup: Have a catch-up station for students who didn't watch
• •Parent communication: Explain the model to families; many will help ensure watching

The In-Class Component: Active Learning

The flip only works if you use class time differently. Don't flip then just lecture anyway!

Typical Flipped Class Structure

• •Warm-up review (5-10 min): Quick questions to assess pre-class learning, address confusion
• •Mini-clarification (5-10 min): Brief reteaching of concepts that confused many students
• •Active learning (25-35 min): The heart of class—practice, projects, collaboration
• •Wrap-up (5 min): Summarize, preview next day's pre-class content

In-Class Activity Ideas

• •Practice problems: Students work while teacher circulates
• •Collaborative problem-solving: Groups tackle challenging problems together
• •Peer tutoring: Students who understand help those who don't
• •Projects: Longer-term work that applies concepts
• •Discussions: Deep conversations about content
• •Experiments/investigations: Hands-on exploration
• •Games: Review through gameplay

Flipped Learning for Math

Math is particularly well-suited to flipping:

Pre-Class

Short video introducing the concept, vocabulary, and 1-2 worked examples. Students watch, take notes, identify questions.

In-Class

Practice problems at various levels. Teacher works with small groups who need extra support. Advanced students tackle challenge problems. Peer collaboration throughout.

Students who practice mental math with apps like Sorokid often thrive in flipped math classrooms—they have fluency with basic facts that frees them to focus on new concepts and applications during in-class work.

Getting Started: Your First Flip

Don't flip your entire class at once. Start small:

Week 1-2: Pilot One Lesson

• •Choose one upcoming lesson that's well-suited (clear concept, benefits from practice time)
• •Create or find ONE video (5-7 minutes)
• •Design the in-class activities
• •Communicate with families about what's happening
• •Teach the flipped lesson
• •Reflect: What worked? What needs adjustment?

Week 3-6: Expand Gradually

• •Flip one lesson per week
• •Build a video library gradually
• •Establish routines (how students access content, accountability systems)
• •Refine based on student feedback

Beyond: Sustainable Flipping

• •Consider which lessons benefit most from flipping (not everything needs to flip)
• •Reuse and improve videos year to year
• •Share resources with colleagues

Common Challenges and Solutions

Challenge: Students Don't Watch Videos

Solutions: Accountability measures (notes, quizzes), parent communication, in-class catch-up station, make videos engaging and short, build the habit gradually.

Challenge: Technology Access

Solutions: USB drives with videos, school device checkout, in-school viewing time before class, print alternatives for essential information.

Challenge: Creating Videos Takes Too Long

Solutions: Curate existing videos rather than creating all yourself, accept 'good enough' quality, batch record multiple videos in one session, remember that videos are reusable for years.

Challenge: Parents Don't Understand

Solutions: Clear communication about the model and its benefits, open house demonstrations, show parents their role (ensuring watching happens, not teaching content), share research supporting flipped learning.

Challenge: What About Students Who Struggle With Pre-Learning?

Solutions: Keep videos very short, provide scaffolding (note templates), allow re-watching, offer catch-up time at school, pair struggling students with supportive peers.

Technology Tools for Flipped Classrooms

Is Flipped Learning Right for Your Classroom?

Flipped learning works best when:

• •Students have home access to technology (or school provides alternatives)
• •Families are supportive of the model
• •Content benefits from practice/application time
• •You're willing to redesign how you use class time
• •Students are mature enough for some self-directed learning

Flipped learning may be challenging when:

• •Technology access is very limited
• •Students have extensive after-school commitments
• •Content requires extensive hands-on demonstration from the start
• •Students need significant support with self-regulation

Remember: You don't have to flip everything. Many teachers flip some lessons and not others based on what serves learning best.