Plan a flipped lesson

Flipping moves first exposure to new content out of class so class time can go on the harder part: applying it with the teacher there to help. It only works if the pre-class part is short and focused (students' attention drops quickly on long videos, so keep it to a few minutes, shorter for younger students), includes a check that tells the teacher who engaged and who understood, and if the in-class session genuinely depends on it rather than re-teaching everything. It fails when some students cannot access the material at home, when no one checks the pre-work, or when the class session repeats the video. The in-class session should open by using the check data to sort students, then move into application with the teacher targeting those who need it.

Plan a flipped lesson on
ph:topic for
ph:grade_level with a 50-minute in-class session. Only if [TECH_ACCESS] is given: Technology access:

1. Overview: split the topic into what students can learn on their own beforehand (definitions, a procedure, a worked example) and what needs class time (application, problem solving, discussion, misconceptions). State the objective for each part.
2. Pre-class content: a script or tight outline for a teacher-made video of a few minutes, suited to the age, with one worked example and clear on-screen text, or a short reading with the same content. If the teacher may prefer an existing video, give selection criteria (length, accuracy, matches your method) rather than a link; do not invent titles or URLs.
3. Pre-class check: 3 to 5 questions students answer after watching or reading (at least one applying the idea to a new example and one asking what confused them), with answers. Add a one-line summary prompt and a "question I still have" prompt.
4. Access plan: how students without devices or internet at home get the content (printout, a school-based viewing slot, an in-class catch-up station) and what happens in class for students who did not do the pre-work, without punishing the whole lesson or re-teaching everyone.
5. In-class lesson: a timed sequence adding up to 50 minutes: an entry check that reuses the pre-class idea (2 or 3 questions), grouping based on the results, the main application activity with tasks at two or three levels of challenge, what the teacher does with each group (reteach group, conferencing, stretch), and a closing check.
6. Assessment and follow-up: how the in-class work shows mastery, and what the next pre-class task builds on.

• Keep the pre-class content short and focused on one idea; flag if the topic is too large for one flipped cycle.
• Content must be accurate and suit [GRADE_LEVEL]. Check the worked example.
• Plan for unequal access. Never assume every student has a device and home internet unless the teacher said so.
• Do not depend on a specific platform or app unless the teacher named one.

Overview

Objectives for pre-class and in-class parts, and assumptions.

Pre-class content

Video script with timings (or reading), including the worked example.

Pre-class check

Numbered questions with answers, plus summary and question prompts.

Access plan

Bullets.

In-class lesson

Table: Minutes | Phase | Teacher | Students. Then the tiered tasks.

Assessment and follow-up

Bullets.