FLIPPED CLASSROOM

Name: Flipped Classroom
Price: 400 EUR

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

Aligned with the Erasmus+ horizontal priority: Digital Transformation.

The Erasmus+ Programme Guide names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content" (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8).

Overview

It’s 2007, in a chemistry classroom in Woodland Park, Colorado. Jonathan Bergmann and Aaron Sams start recording their lectures so students who miss class for sports or illness can catch up. Then the students who were in class start watching the videos too — and the two teachers notice something they didn’t plan for: with the lecture already watched, class time is free for the practice students used to struggle through alone as homework.

This week you build that shift for one lesson of your own, one part at a time. You need no video experience: the phone or laptop you normally use is enough — bring it with its charger — and you can stay off camera.

Monday — you see how the idea began, take the model apart into its parts, and choose one lesson from your own subject to flip.
Tuesday — you write and record a first video of about five minutes, and try it out on colleagues.
Wednesday — you plan the class hour that the video frees up, including how you guide individual students and groups.
Thursday — you plan what happens when a student has not watched, or has no device at home, and practise the first ten minutes of your class.
Friday — you teach your flipped lesson to a small group, revise it, and plan your first two weeks back.

By Friday there is a five-minute video you recorded, a 45-minute class plan built around it, a short check for the start of the lesson with an alternative for students who could not watch, and a two-week plan small enough to start on your first day back.

Description

Flipped classroom means moving the explaining out of the lesson and into something students meet beforehand — usually a short video — so the lesson itself is used for what needs a teacher in the room: guided practice, discussion and problem-solving. The model began, as the Overview describes, with Jonathan Bergmann and Aaron Sams in 2007 and spread from there.

Flipped classroom is one of several blended-learning arrangements. This course teaches it as a practical method in its own right; choosing between arrangements is covered in our course Blended Learning and Education for the Future. The before-class part is normally online, and a printed version is an accommodation for students without access, not a replacement for the model.

The week is built around the three parts every flipped lesson has, and a last day that brings them together. Before class: a short video or reading that introduces one idea. The check that opens the lesson: how you know who has watched, and what you do for the student who has not. In class: the freed-up time, planned so that you can work with individual students and small groups. On the final day you teach all of it together to a small group, before it goes near a class.

Two things make this workable rather than daunting. The first is scale: you flip one lesson, not a whole unit, and you decide afterwards whether to do a second. The second is honesty about who can do what. Some of it you can do alone, in your own classroom. Some needs one colleague. Some — a place to host videos, devices for students who have none at home — you have to ask your school for, and the week gives you a short list of what to ask and how to ask it.

Tools are a means here. Everything in the week can be done with a phone or a laptop and free tools such as a built-in screen recorder, or on paper, and the course works with whatever your school already uses. The course treats flipped classroom as a method to try, not as a guaranteed result: whether it helps depends on the subject and the class, and the week is built so that you find out on one lesson before deciding on a second.

Methodology

One Part of the Lesson Per Day

The week starts with the video, moves on to the class hour it frees and the check that opens that hour, and ends with your whole lesson together, so each day builds on the one before.

Peers as Students

Participants record, teach and give feedback on each other's work in small groups, so every draft is tried on real listeners before it goes near a class.

Any Device, Any Tool

Tasks can be done with a phone or laptop and free tools such as a built-in screen recorder, or on paper, so what you build still works when you are back at school.

What you'll take home

Design a flipped lesson in which a short video or reading introduces one idea before class and class time is used for guided practice and discussion.

Script, record and share a first video of about five minutes, using tools such as a phone camera or a screen recorder.

Plan a 45-minute in-class part in which you guide individual students and groups.

Set up a short check at the start of the lesson, with an alternative for students who could not watch or have no device at home.

Evaluate a flipped lesson against a peer-feedback checklist, revise it, and plan the first two weeks of using it in your own school.

Daily programme

Icebreaker: "60-Second Flip" — each participant explains a hobby or skill in 60 seconds as if recording it for a flipped-classroom video, then the group discusses what made an explanation work
Welcome, registration and introduction
Bergmann and Sams' 2007 origin story: what they changed, what surprised them, and what it means for a modern classroom
The parts of a flipped lesson — before class, the check, in class — and where the Christensen Institute places flipped classroom among blended learning arrangements
Choosing your lesson: one idea from your own subject that a five-minute video can introduce, and a one-sentence learning goal for it

Warm-up: "Pause and Rewind" — in pairs, one explains the chosen idea aloud in two minutes while the other holds up a hand wherever a student would get lost, then swap; the pause points become the first draft of the script
What makes a short lesson video work: one idea, a plain opening, pause points, a question to answer while watching
Writing your script from your pause points, and recording it with a phone or screen recorder — voice and slides or whiteboard are enough, no face needed
Watching two colleagues' videos and giving feedback with a short checklist
Turning the video into a task: what students watch, and the two or three questions they answer

Warm-up: "The Empty Hour" — in pairs, name what you would do with 40 minutes of your lesson if the explanation were already done, then compare lists across the room
Choosing what fills the freed-up time: guided practice, discussion, problem-solving, short one-to-one conversations
Guiding individuals and groups: how to move around the room, which questions to ask instead of giving answers, and how to set up groups so that everyone has something to do
Planning your 45-minute in-class part around your own video, using a one-page plan with before, in class and check sections
Where videos and tasks live: an online classroom such as Google Classroom, a school platform, or a shared folder, and what to ask your school for

A short check at the start of the lesson: three questions on paper or with a quiz tool such as Kahoot or Socrative, and what the answers tell you
Students who did not watch or have no device or connection at home: a catch-up corner in class, printed alternatives, and how to plan for them without singling anyone out
A short note to students and families explaining the routine, drafted in your own words
Practising the first ten minutes of your flipped lesson in groups of four, with colleagues as students
What you can set up alone, what you can do with one colleague, and what you will ask your school for — written as a two-line request to a named person

Teaching your flipped lesson: ten minutes each in small groups, with peer feedback against the checklist
Revising the video, the class plan and the check after the feedback
Your first two weeks back: one lesson, one check, one decision about whether to do a second
Reflection and self-assessment
Course evaluation
Issuing the Course Certificate of Attendance

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

Worked on during the week: a script template, a one-page lesson plan with before, in class and check sections, and a peer-feedback checklist, together with the videos, plans and checks that participants produce during the course. Tools such as a phone camera or built-in screen recorder, an online classroom such as Google Classroom, and a quiz tool such as Kahoot or Socrative — or paper versions of each.

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

Flipped Classroom · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

How to prepare

Nothing needs to be prepared in advance: you choose one idea from your own subject on Day 1.

On Day 2 you record a short video. Your own phone is enough: voice with slides or a whiteboard will do, and your face does not need to appear.

A laptop is useful for slides but is not needed.

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's Erasmus+ objectives. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their Certificate of Attendance and the co-signed Europass Mobility document.

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: self-evaluation materials are provided. Depending on the group, an email group may be set up so that participants can keep exchanging ideas.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school or organisation receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, your Certificate of Attendance, and the co-signed Europass Mobility document. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

The Erasmus+ Programme Guide names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content" (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8). Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.

Blended learning compares the arrangements — station rotation, lab rotation, flipped classroom, individual rotation and the rest — so that you can choose between them. This course starts after that choice: you have decided to flip, and the week builds one flipped lesson, from the first video to the check that opens the lesson.

Flipped Classroom