What is a flipped classroom? Its role in STEAM, PBL and the IB programme Can a flipped classroom help your child become a more active learner? What changes when students don't just listen to lessons in class, but prepare the core knowledge at home beforehand? Instead of only listening to the teacher, they gain more opportunities to discuss, practise and solve problems together with their teacher. This approach also sits close to active learning, modern teaching methods, STEAM, STEM and project-based learning. What is a flipped classroom? Understand it properly in 3 minutes Definition and what is actually "flipped" A flipped classroom reverses the traditional order of learning. Students take in foundational knowledge at home through videos or materials set by the teacher. Class time is then devoted to discussion, practice and project work. A common misconception: the flipped classroom method does not mean "removing the teacher". If anything, the teacher's role becomes more demanding, as it shifts from lecturer to organiser of activities and provider of personalised challenge and feedback. At its core, it is a swap of time. Knowledge at the lower levels of thinking moves to home learning. Activities at the higher levels of thinking (applying, analysing and creating) move into the classroom. The model was systematised by two chemistry teachers, Jonathan Bergmann and Aaron Sams, from 2007. The FLIP framework (the four pillars of Flipped Learning) was later used by the Flipped Learning Network to describe the model's core elements. The science behind it: Bloom's Taxonomy and the four-pillar FLIP framework Bloom's Taxonomy arranges thinking into six ascending levels: Remember → Understand → Apply → Analyse → Evaluate → Create. Traditional classrooms often get stuck at the first two levels while students are in class. Work from "Apply" upwards is pushed to homework, where students usually have no one to help them. The flipped classroom does the opposite. The first two levels move home through video. The four higher levels take place in class, where teachers and classmates work through problems together. The Flipped Learning Network's FLIP framework consists of four essential pillars: Flexible Environment – a flexible learning environment that allows for multiple approaches. Learning Culture – a culture centred on the student rather than the teacher. Intentional Content – content deliberately designed for each stage. Professional Educator – properly trained teachers, not simply people who "record lessons". The flipped classroom model: learning core knowledge at home and applying it in class. What does a flipped lesson actually look like? The concept is clear in theory, but many parents still find it hard to picture how their child will learn on a given day. A flipped lesson does not end when the bell rings. It is a cycle of three connected stages, each with its own purpose. Stage 1: Before class – Self-study at home Students receive materials or a short 5–10 minute video prepared by the teacher in advance. This might be an explanation of a concept, a simulated experiment video or a guided reading. How it differs from online learning: students have full control over the pace. They can slow down difficult sections, watch them again, note questions in their notebook and feel no pressure to keep up with the rest of the class. This is the key point. When students walk into the classroom, they already have a foundation of knowledge, rather than struggling to follow a lesson from scratch. Stage 2: During class – Discussion, practice and application This is the change parents used to the traditional model notice most. The teacher does not stand at the front and re-teach from the beginning. Instead, the classroom runs like a workshop. Some common in-class activities: Case discussions: Students apply what they have learnt to analyse and solve real-world situations. Experiments or hands-on practice: Students learn by doing, especially in science, technology and art. Short group projects: Students work together to solve a problem in around 30 to 45 minutes. Debate or Socratic discussion: Suited to lower secondary students and above, helping them build reasoning and critical thinking skills. Students arrive with specific questions from their self-study, not a vague "I don't understand". The teacher spends time supporting each group and steps in exactly where help is needed. This is what educators call "learning happens here" – where knowledge leaves the textbook and becomes genuine capability. Students actively discuss and solve problems during a flipped lesson. Stage 3: After class – Reflection and extension After class, students continue to consolidate their learning through tasks matched to their ability. Teachers can choose one of three formats: Short reflection: Students write around 5 to 10 sentences about what they have learnt and the questions they still have. Application exercises: Help students consolidate knowledge and practise applying it to specific situations. Extension tasks: For students who grasp concepts quickly, encouraging them to explore further and make connections with other topics. Setting tasks according to ability gives every student the chance to progress in a way that suits them. Together, the three stages of preparation, experience and reflection form a continuous learning process. Through it, students gradually develop higher levels of thinking on Bloom's Taxonomy. Where does the flipped classroom fit among modern learning methods? This is where many parents get most confused. STEAM, STEM, PBL (Project-Based Learning), Inquiry-Based Learning and the flipped classroom all sound like "modern methods", but they are not the same kind of thing. The flipped classroom is not a teaching method in the full sense. It is a way of organising learning time. STEAM, STEM, PBL and Inquiry-Based Learning are the content and teaching philosophies. The two groups complement each other; they do not replace each other, and they are certainly not mutually exclusive. STEAM & STEM: Interdisciplinary learning needs time for in-depth practice STEM stands for Science, Technology, Engineering and Mathematics. STEAM adds Arts and design thinking. What they share: students solve a real-world problem using knowledge drawn from several subjects. For example, designing an automatic plant-watering system requires physics, coding and mathematics at the same time. The common problem: if a traditional classroom model is still used, theory takes up the time meant for practice. If 30 minutes of a 50-minute STEAM lesson is spent lecturing, students don't have time to do anything. The flipped classroom addresses exactly this bottleneck. Foundational knowledge moves home through video. All of the time in the STEAM Lab is devoted to the design – test – refine cycle. PBL (Project-Based Learning): Foundational knowledge is needed before the project begins PBL asks students to tackle an open-ended problem through a long-term project, usually lasting from several weeks to several months. A common risk with PBL: students start the project before they have grasped the basic concepts. As a result, the project becomes a box-ticking exercise – polished on the surface but shallow in substance. The flipped classroom works naturally with PBL. Each stage of the project has a corresponding video or foundational material. Students arrive at group sessions ready to contribute. A concrete example: a "Design a mini solar-powered lamp" project requires students to understand basic circuit diagrams before entering the lab. The circuit theory moves to self-study videos, and lab time is devoted 100% to soldering, assembling and testing. Inquiry-Based Learning in the IB (International Baccalaureate): A natural fit Inquiry-Based Learning is the core philosophy of the IB PYP. Students ask questions and explore for themselves rather than receiving answers from the teacher. The paradox: students cannot ask deep questions without first encountering the underlying concepts. Asking a student to "ask questions about the water cycle" when they don't yet know what evaporation is will only produce generic questions. The flipped classroom unlocks inquiry done properly. Preparatory materials are sent in advance → students arrive in class with specific questions already formed. Teachers no longer have to provide knowledge and spark thinking at the same time; the two tasks happen at different points. This is why many IB World Schools around the world have integrated flipped elements into PYP and MYP lessons. IB school students engage actively and develop their thinking through inquiry-based learning. 4 proven core benefits Below are four practical benefits that have been proven over more than 15 years of using the model. Each is linked to a specific change in how the classroom works. Personalised learning pace. In a traditional class, able students wait for slower classmates, while those who need more time struggle to keep up. When the foundational knowledge is in a video, each student adjusts the pace themselves – slowing down, rewatching or speeding up. No one is swept along at the class average. More genuine interaction in class. Class time is freed from one-way lecturing. Students spend the whole lesson discussing, experimenting and debating. This is a quality of interaction the traditional model struggles to create. Reaching higher levels of Bloom's Taxonomy. Students don't stop at "knowing" or "understanding". They are pushed up to applying, analysing and creating – exactly where real capability is built. Parents can genuinely get involved. Parents can watch the videos their child is learning from and clearly understand their progress and content. When asking "What did you learn today?", parents can ask specific questions rather than general ones. 3 drawbacks and when NOT to use it This is the part other articles tend to avoid. But parents need to know it to make the right decision. The three drawbacks below reflect common bottlenecks in real-world implementation. It depends on self-discipline. Children in Grades 1 to 3 are not yet used to studying independently. Without a parent alongside them, they can easily skip the video and fall behind in class. It doesn't suit every lesson. Practical subjects such as art, PE and music are hard to flip completely. New, abstract concepts also need direct guidance from the teacher. Teachers have to invest a lot. A video lesson takes two to three times as long as preparing a traditional lesson plan. Without the right tools and training, video quality will suffer. When NOT to use it: when students don't have devices or stable internet access; when teachers haven't been properly trained in designing digital content; when the subject involves hands-on practice that cannot be replaced. The flipped classroom method is not perfect. Its effectiveness depends on three conditions: students old enough to study independently, teachers capable of designing content, and a school with the infrastructure to run it. The pros and cons of the flipped classroom help parents choose the right approach. How do flipped-learning elements appear in Westlink's IB programme? Westlink is an IB World School authorised to offer the Primary Years Programme (PYP) since 1 May 2024. The school is a member of the International Schools Partnership (ISP), a global network of international schools. Learning at Westlink is guided by the Learning.First™ approach and ISP's research-led approach. Rather than a fixed flipped-classroom model, the examples below show how elements of flipped learning – preparing beforehand, then applying, presenting and discussing – appear in Westlink's inquiry-based activities. A natural fit with inquiry-based learning in the IB PYP The IB PYP emphasises learning through inquiry and exploration, encouraging students to ask questions and actively seek answers. To take part effectively, students need some initial understanding of the topic before the classroom activity begins. Westlink describes its learning environment as inquiry-driven and student-centred. Teachers work alongside students as guides, and curiosity is sparked through hands-on projects and inquiry-based learning. Two activities that illustrate this approach: PYP Specialist Gallery Walk: Students planned their own schedules for the event and led their parents through the school's specialist spaces, presenting the work they had created. The activity puts students in charge of explaining their own learning to an audience. Grade 5 visit to Lotte Aquarium: The trip was part of a unit on ocean ecosystems, linking what students had learnt in class with real-world experience. Afterwards, it sparked conversations about marine ecosystems and protecting ocean life. Facilities for learning and hands-on practice Westlink's 2.5-hectare campus in Tay Ho Tay includes a STEAM Lab, Maker Space and ICT hub, along with dedicated arts spaces – areas designed for hands-on learning. When students have already encountered the foundational knowledge beforehand, time in spaces like these can be devoted to the make – test – refine cycle. Physical space is a necessary condition for the flipped classroom model to be more than a slogan. Westlink's campus has held LOTUS green building certification from the Vietnam Green Building Council since April 2024, and the school reports a 37.9% reduction in energy consumption. Classrooms are spacious and well ventilated, and facilities are fitted with air purifiers, creating a calm, healthy environment for sustained project work. A concrete example: STEAM Fair and MYP Gallery Walk Westlink STEAM Fair 2026: students presented their own experiments, coded apps, programmed robots and engineering models addressing real-world problems. They explained their concepts to visitors, discussed the difficulties they had faced and how they overcame them, and answered questions from parents. MYP & Bilingual Gallery Walk: students in Grades 6 to 8 showcased work across subjects – from art and science experiments to inquiry-based projects – and guided their families and the school community through it. Both events reflect the same principle as flipped learning: the learning happens beforehand, and the event becomes the time to present, explain and respond to questions. Students are not passive recipients of knowledge; they are the ones presenting and discussing their own work. Caption: Westlink students confidently present creative projects in a modern learning space. What can parents do to support their child in a flipped classroom? The flipped classroom method only works well when home and school work together. Parents don't need to teach their child the subject; they just need to create the right conditions and ask the right questions. Here are five specific steps, in order of priority. 1. Set up the right devices and a fixed study space. A dedicated study corner with a computer or tablet, noise-cancelling headphones and good lighting. Avoid placing the desk in a living room with a TV or a busy thoroughfare. A fixed space helps your child develop the habit of "sitting here means focusing". 2. Be there at the start, but don't "do the work for them". For primary students, sit with your child for the first 5–7 sessions to build the habit of watching videos and taking notes independently. Then gradually step back so they become self-directed. Supporting is different from doing it for them – and that line matters more than many parents realise. 3. Ask the right questions after school. Instead of "What did you learn today?", try "What did you wonder about in class today?" or "Could you use what you watched at home in today's lesson?" Open questions help your child reflect. This is also one step in the flipped classroom cycle. 4. Follow along through the school portal or app. International schools often have systems that let parents view materials, videos and their child's progress. Westlink uses the Toddle app, through which parents can see everyday classroom moments and stay closely connected to their child's progress. 5. Ask specific questions when you visit a school. Don't stop at "Does the school use modern teaching methods?" Ask directly: "Which subjects use flipped learning?", "Could I see a sample video lesson?", "Where are teachers trained in designing digital content?" The flipped classroom is a way of reorganising learning time so that STEAM, PBL and inquiry-based learning can work at their best. For it to be truly effective, a school needs the right infrastructure and parents who are involved alongside it. If you are looking for an international school in Hanoi that offers the IB programme, book a tour of Westlink to explore the campus, meet the team and learn about the school's academic pathways.
