Flipped teaching involves students learning new content (often through videos) outside of the classroom and using classroom time for activities that consolidate and apply the knowledge. The document discusses how a flipped teaching approach was used for an intervention group of students and resulted in improved grades compared to a control group. It is suggested that flipped teaching be expanded to more subjects and student groups to further assess its impact on learning.

1. Why should I flip anyway?
Thought storm:
How do you differentiate A-level lessons? Respond at
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2. What is flipped teaching?
Flipped teaching is defined as a blended learning style where the order of
teaching is swapped. Students complete learning in advance of a lesson (often by
watching videos) and then consolidate that knowledge in lesson.

3. How do I set up a flip
classroom?

4. How do I use flip to
differentiate lessons

5. How do I differentiate lessons
using flip?

6. Student perception of flip

8. What impact did it have
on grades?
• We Looked at using flipped teaching for student s
in an intervention group. We also had one control
group.
• One average the students in intervention made a
2 grade improvement compact to their
predictions before the mock.
• Those not in any intervention made less than 1
grade improvement.
• Those in the control intervention group achieved
lower results than predicted.

9. Next steps
• To incorporate flipped teaching into bigger
intervention groups ( year 11 GCSE science)
• To develop the use of flipped teaching in a
variety of subjects (Food, Sociology, Classics
and English)
• To identify which specific tasks suit flip best

10. Contact me
• Follow me on twitter @nhhsrobert
• Digital technologies blog on the Royal society of
chemistry website
• Teachmeet at Nower Hill High School: 11th June 2015 (
with keynote speaker Prof Simon Lancaster)
• Email me: campbell.robert@nowerhill.harrow.sch.uk