Learners are introduced to new concepts or content at home and classroom time is spent on practising and applying their understanding through teacher-led or peer-led discussion, debate, structured activities and open-ended, collaborative projects, etc. In this way, traditional roles for each space are ‘flipped’. 

“In the flipped model, teachers are present and working with students as

they are moving though the upper cognitive levels of the taxonomy where knowledge

application and skill building are happening.”

Nicole L. Davis (2016)

When one considers the ‘traditional’ teaching, learning and assessment activities that take place in a classroom typically, as outlined on the Bloom's taxonomy diagram below (Bloom, 1956), topics are generally introduced and explored in class, with activities probing higher-order thinking happening outside of the classroom environment thereafter. With the flipped classroom model, the teacher introduces topics outside of the classroom environment using digital methods (online presentation/article/video/screencast, etc.). More time can then be invested in higher-order thinking activities that involve application, analysis, evaluation and creation in the classroom.