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

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

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

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

Why traditional language learning often fails: Too many language courses still rely on outdated, passive learning methods—endless grammar drills and lectures that leave participants bored and disengaged. ❗️But language is meant to be lived, not just memorized.❗️ At Swedish for Professionals, we’ve flipped the script. With our flipped classroom approach, participants get the grammar up front—through engaging, studio-recorded videos and interactive exercises—so that when they join us live, it’s all about applying what they’ve learned. Our blended learning approach combines real-world activities like debates, games, and negotiations, so they’re not just learning—they’re living the language. 🔥Because sitting in a classroom shouldn’t feel like a chore. It should feel like an experience.🔥

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.