Flipped Classroom Practice Training Course

Duration 10 days 19 modules · 65 contact hours
Level Intermediate Certificate on completion
Who attends Education Managers, Instructional Designers and others
Fee from USD 2,200 KSh 190,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 16 Nov 2026 Course code SD-EM-103

Before you join: Participants should have experience teaching, facilitating, managing or designing adult, higher education, technical or professional learning.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Flipped classroom delivery can improve contact time, participation and application, but only when pre-class work is purposeful, accessible and connected directly to classroom decisions. Many programmes fail because videos become passive homework, learners arrive unprepared, instructors repeat content during class, or digital activity is measured only by completion. Education managers need a structured design process that links outcomes, pre-class preparation, active learning, assessment and learner support.

This course develops advanced flipped classroom design and delivery capabilities for professional, academic and technical education. Participants use backward design, Bloom’s revised taxonomy, Universal Design for Learning and the Community of Inquiry framework to redesign a real course unit. They plan concise pre-class learning assets, readiness checks, active classroom sequences, feedback cycles, inclusive participation routes and evidence-based evaluation. The course also addresses learning management system configuration, facilitation decisions, academic integrity, learning analytics and improvement after delivery.

Teaching combines short instructor briefings, case analysis, design critiques, facilitated group work, simulations and individual application planning. Participants work on their own subject, programme or training unit from the first week, testing design choices against realistic learner profiles and operational constraints. They leave with a reviewed flipped classroom unit pack containing outcomes, pre-class materials, readiness checks, session plans, assessment instruments, communication templates and an evaluation plan.

The course suits education managers, instructional designers, lecturers, trainers and learning technology staff responsible for classroom, blended or live-online programmes.

What you will be able to do

  • Apply backward design to a flipped classroom unit
  • Write measurable outcomes using Bloom’s revised taxonomy
  • Produce pre-class learning assets aligned to classroom application
  • Design readiness assurance checks and feedback routes
  • Facilitate active learning using structured collaborative methods
  • Build inclusive flipped learning pathways using Universal Design for Learning
  • Interpret learning analytics to improve participation and achievement
  • Present a complete flipped classroom unit implementation plan

Benefits of attending

For you

  • Produce a credible flipped classroom unit for immediate workplace use
  • Make classroom time more focused on application, feedback and judgement
  • Diagnose why learners do not complete or use pre-class work
  • Facilitate collaborative activities with clearer roles, timing and accountability
  • Build evidence for teaching quality reviews and professional development discussions

For your organisation

  • Increase productive use of instructor-led contact hours
  • Create consistent standards for pre-class preparation and active learning
  • Reduce duplicated content delivery during classroom sessions
  • Improve learner participation through accessible and accountable course design
  • Generate usable evidence for programme quality improvement decisions

Course modules

19 modules over 10 days

Participants can distinguish a structured flipped classroom model from simple content sharing.

  • Flipped learning model: preparation, application, feedback and improvement cycle
  • Differences between flipped, blended, hybrid and online course designs
  • Classroom time audit separating explanation, practice, feedback and assessment
  • Learner journey mapping from invitation through post-session reinforcement
  • Common failure patterns: passive videos, unclear purpose and repeated lectures
  • Instructor responsibilities before, during and after flipped learning sessions

Participants can define learner conditions that shape a viable flipped classroom design.

  • Personas built from learner roles, prior knowledge and time constraints
  • Access audit covering devices, connectivity, assistive technology and study space
  • Motivation analysis using expectancy-value theory and perceived task relevance
  • Workplace constraints affecting preparation, attendance and collaborative participation
  • Stakeholder mapping for sponsors, subject experts, facilitators and platform administrators
  • Risk register identifying adoption barriers and practical response actions

Participants can structure a flipped unit from performance goals to learning evidence.

  • Backward design stages: desired results, evidence and learning experiences
  • Performance outcomes framed through observable workplace or academic tasks
  • Assessment evidence matched to knowledge, skill and professional judgement
  • Constructive alignment between outcomes, preparation, activities and assessment
  • Unit blueprint sequencing pre-class, classroom and post-class learning events
  • Decision rules for content better taught before or during class

Participants can write outcomes that direct pre-class learning and classroom application.

  • Bloom’s revised taxonomy for remembering, applying, analysing and creating
  • Action verbs selected for observable performance and assessable evidence
  • Threshold concepts identified where learners commonly form persistent misconceptions
  • Knowledge dimensions separated: factual, conceptual, procedural and metacognitive knowledge
  • Outcome ladders connecting foundational preparation to complex classroom decisions
  • Alignment checks removing activities that do not support stated outcomes

Participants can plan concise pre-class learning that prepares learners for application.

  • Microlearning sequences organised around one decision, procedure or concept
  • Content chunking using signalling, segmenting and worked-example principles
  • Pre-class asset selection: readings, videos, demonstrations, datasets and scenarios
  • Cognitive load review for intrinsic, extraneous and germane processing demands
  • Estimated study time calculated from reading rate and task complexity
  • Preparation instructions stating purpose, sequence, output and completion deadline

Participants can specify effective multimedia assets without overproducing instructional content.

  • Mayer’s multimedia principles applied to narration, visuals and on-screen text
  • Short instructional video scripts built around explanation and decision points
  • Worked examples recorded with annotations, pauses and self-explanation prompts
  • Captions, transcripts and audio descriptions planned for equitable access
  • Production checklist covering framing, sound, file naming and version control
  • Asset review criteria for accuracy, relevance, accessibility and reuse

Participants can create preparation checks that identify readiness without punitive grading.

  • Readiness assurance process linking individual preparation to collaborative correction
  • Low-stakes retrieval quizzes designed with plausible distractors and feedback
  • Confidence ratings used to identify guessing and fragile knowledge
  • Entry tickets capturing questions, misconceptions and application concerns
  • Completion data interpreted alongside quality of learner responses
  • Escalation routes for learners repeatedly unable to complete preparation

Participants can select classroom methods that require learners to apply pre-class knowledge.

  • Peer instruction cycles using concept questions, voting and structured discussion
  • Case method prompts requiring evidence, options and defended recommendations
  • Think-pair-share designed with individual thinking before group exchange
  • Jigsaw structures assigning expertise, teaching responsibility and integration tasks
  • Problem-based learning triggers built from incomplete workplace information
  • Debrief protocols connecting activity decisions to underlying concepts

Participants can build group tasks with accountability, roles and assessable outputs.

  • Team contracts defining roles, response times and decision procedures
  • Positive interdependence created through distributed information and shared outputs
  • Individual accountability measured through contribution records and brief explanations
  • Group roles assigned: facilitator, challenger, recorder, reporter and timekeeper
  • Task instructions specifying deliverable, evidence standard and submission format
  • Peer assessment criteria calibrated through annotated performance examples

Participants can facilitate flipped sessions without reverting to extended explanation.

  • Socratic questioning used to probe assumptions, evidence and implications
  • Wait time managed after questions to improve response quality
  • Cold calling protocols applied respectfully with preparation and opt-out routes
  • Facilitation moves redirecting questions from instructor to learner groups
  • Misconception diagnosis through error analysis and targeted follow-up questions
  • Micro-lectures limited to precise gaps revealed during learner work

Participants can create participation routes that accommodate varied learner needs.

  • Universal Design for Learning: multiple means of engagement, representation, action
  • Accessible documents structured with headings, meaningful links and reading order
  • Alternative participation channels for spoken, written and asynchronous contributions
  • Choice architecture balancing learner agency with required performance standards
  • Inclusive grouping practices preventing isolation and unequal task allocation
  • Accessibility quality checks against WCAG 2.2 success criteria

Participants can establish classroom conditions that support challenge, questions and contribution.

  • Psychological safety norms established through explicit participation agreements
  • Error-friendly language separating critique of ideas from critique of people
  • Status management techniques reducing dominance by confident or senior participants
  • Anonymous response systems used for sensitive questions and uncertainty checks
  • Conflict protocols for disagreement over evidence, values and professional judgement
  • Participation patterns tracked to identify silence, exclusion and overcontribution

Participants can align formative and summative assessment with flipped learning activities.

  • Formative assessment points placed before, during and after classroom application
  • Analytic rubrics defining criteria, performance levels and evidence expectations
  • Feedback cycles using feed up, feedback and feed forward
  • Two-stage assessments combining individual decisions with team reconsideration
  • Authentic assessment tasks based on realistic professional or academic outputs
  • Assessment workload mapped across learners, instructors and marking resources

Participants can configure a clear online learning path supporting flipped delivery.

  • Weekly course pages organised by outcomes, preparation, session and follow-up
  • Release conditions used to sequence content without creating unnecessary barriers
  • Discussion prompts designed for evidence, response and constructive challenge
  • Assignment workflows specifying submission, feedback, revision and grade visibility
  • Notification plan preventing message overload while maintaining preparation reminders
  • Course navigation audit completed from a learner’s first-login perspective

Participants can use participation and performance data to improve a flipped unit.

  • Engagement indicators: access, completion, retrieval performance and contribution quality
  • Learning analytics dashboard questions linked to actionable teaching decisions
  • Data triangulation combining platform records, observations and learner feedback
  • Equity analysis comparing participation patterns across learner groups
  • Early-warning criteria identifying learners needing timely instructional support
  • Plan-Do-Study-Act cycles used for unit-level improvement decisions

Participants can design flipped activities that support integrity and responsible AI use.

  • Authentic task design reducing incentives for outsourced or copied work
  • Process evidence captured through drafts, annotations and decision rationales
  • Assessment briefs stating permitted, restricted and declared AI assistance
  • Oral verification questions used to confirm learner ownership and reasoning
  • AI-generated content evaluated for accuracy, bias, provenance and citation
  • Academic integrity conversations framed as professional responsibility and trust

Participants can plan implementation resources, roles and adoption support for flipped delivery.

  • Implementation roadmap covering design, production, pilot, review and scale-up
  • RACI matrix assigning accountability for content, delivery, support and evaluation
  • Faculty development plan addressing facilitation, technology and assessment skills
  • Workload estimates covering preparation, asset development and feedback time
  • Quality assurance checklist used before each flipped unit launch
  • Communication plan explaining learner expectations, benefits and support channels

Participants can respond to common delivery failures while protecting learning quality.

  • Low preparation response plan using diagnostics, incentives and revised instructions
  • Technology contingency plans for platform outage, bandwidth loss and device failure
  • Underperforming group interventions using task resets and role reassignment
  • Timeboxing techniques protecting debriefs when activities run beyond schedule
  • Instructor drift identified when explanation displaces learner application time
  • Post-session review using evidence, observations and learner comments

Participants can build, review and present a complete flipped classroom unit implementation pack.

  • Complete unit blueprint integrating outcomes, preparation, classroom and assessment
  • Pre-class asset specification with accessibility, timing and learner instructions
  • Readiness check and active session plan aligned to performance outcomes
  • Rubric and feedback plan supporting transparent learner performance judgements
  • Implementation roadmap covering platform setup, communications and faculty responsibilities
  • Peer review against alignment, inclusion, feasibility and evaluation criteria

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. Flipped classroom unit blueprint
  2. Pre-class asset production checklist
  3. Readiness assurance question bank
  4. Active learning session plan
  5. Inclusive participation design checklist
  6. Flipped unit evaluation dashboard

Who should attend

  • Education Managers — responsible for programme quality, delivery models and learner outcomes
  • Instructional Designers — designing structured pre-class and classroom learning sequences
  • University Lecturers — converting content-heavy teaching into applied classroom learning
  • Corporate Trainers — improving preparation and practice in professional training programmes
  • Learning and Development Managers — setting standards for blended and classroom delivery
  • Learning Technology Specialists — configuring platforms and data for flipped learning

Skills and tools covered

Flipped learning designActive learning facilitationReadiness assessmentInclusive learning designLearning analyticsCourse evaluation

Tools and standards

Backward Design, Bloom’s revised taxonomy, Universal Design for Learning, WCAG 2.2

How the course runs

Training methodology

The course uses short briefings to establish design principles, followed by case work drawn from higher education, public-sector training and corporate learning. Participants analyse existing materials, map learner journeys and redesign a real unit in stages. Group exercises test readiness checks, peer instruction, case facilitation and feedback methods. Simulations address common delivery problems, including low preparation, uneven participation and technology failure. Instructor and peer critiques are used throughout, ending with an application plan for implementation and review.

Requirements and prerequisites

Participants should have experience teaching, facilitating, managing or designing adult, higher education, technical or professional learning. They should be familiar with writing basic learning outcomes and using common presentation, document-sharing and learning management system functions. Participants should bring a course, unit or training topic they can redesign during the programme. Prior experience with flipped classrooms, video production, learning analytics, instructional design software or formal education qualifications is not required. The course focuses on improving an existing or planned learning offer rather than introducing subject-matter teaching.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

Live online deliveries follow the same structure in East Africa Time, with shorter screen blocks and longer breaks.

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

You should have experience teaching, facilitating, managing or designing learning for adults, students or professionals. You do not need prior flipped classroom experience, video-production skills or specialist learning technology qualifications.

Bring an existing course, unit, workshop or planned training topic that you can redesign. Relevant learner profiles, current slides, readings, assessments or platform screenshots will make the design work more useful.

It is intended for education managers, lecturers, instructional designers, corporate trainers and learning technology staff. It is especially useful for people moving content delivery before class and reserving contact time for application.

General instructional design courses address broad course-development methods. This course concentrates on the operating model of flipped learning: preparation, readiness assurance, active classroom facilitation, participation data and implementation controls.

Participants develop a flipped unit based on their own programme or training offer. The resulting pack can be adapted for a pilot, reviewed by colleagues and used as a template for further units.

The first week establishes design foundations and produces the first version of a flipped unit. The second week develops facilitation, inclusion, assessment, technology, evaluation and implementation planning, ending with a capstone presentation.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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