What was the goal?
The goal of the project was to explore the basic principles of the flipped classroom and examine how this teaching method can be adapted for students with different levels of understanding in secondary education. The project also aimed to investigate how digital tools, AI, and Information and Communication Technologies can support differentiated learning.
How did the project proceed?
The project was carried out through bibliographic research and interviews with experienced teachers. The students researched academic articles, podcasts, and educational websites such as Google Scholar, ERIC, Flip the Classroom, and the Flipped Learning Global Initiative. In addition, four experienced teachers were interviewed about their understanding and application of the flipped classroom method, the challenges they faced, and possible solutions. The project focused on how the method is applied in practice, especially in literature and foreign language classes.
What were the results?
The project showed that the flipped classroom promotes active and differentiated learning. Students work with videos, worksheets, and online material at home, while classroom time is used for discussions, collaborative activities, and “teach-back” exercises. The findings highlighted that different levels of student understanding require different types of support: weaker students need more guidance, while advanced students benefit from more complex tasks. The use of AI tools, quizzes, videos, and digital platforms increased engagement and creativity. However, challenges were also identified, such as the preparation time required for teachers and the risk that some students may not prepare at home or may lack technological equipment. Overall, the project concluded that the flipped classroom can strengthen self-confidence, creativity, and critical thinking when applied flexibly, ideally one or two times per month.