AI for the Flipped Classroom

In a flipped classroom, students encounter some content before a lesson, then use class time for activities such as problem solving, discussion, feedback and targeted support. The approach changes when learning tasks occur; it does not remove the need for teaching, classroom interaction or guidance. A pre-class video is one option, but a short reading, worked example or teacher-produced activity may work as well. The Education Endowment Foundation evaluated a specific MathsFlip program in 24 primary schools. In that trial, pupils learned core content online outside class and used class time for reinforcement activities. EEF reported about one additional month of progress in Key Stage 2 mathematics on average, with a moderately secure rating, and noted that technical and professional support mattered. The evaluation also cautioned that schools without home internet access needed an alternative. This is evidence about that intervention and context, not a guarantee that every flipped design produces the same results. AI can support planning by drafting a concise preview, generating an initial retrieval question or suggesting a sequence for an in-class activity. The teacher should verify factual content, check reading and viewing time, and ensure that a preview introduces rather than overloads students. If AI drafts a quiz, validate the answers and align the questions with the next lesson. Pre-class activity data can guide instruction, but a missing response may indicate access, time, disability or connectivity barriers rather than lack of effort. Design more than one preparation route. Captions, transcripts, accessible documents, offline copies and time during school help students participate. Keep the in-class plan valuable even if some learners have not completed preparation. Use their questions and responses to adjust support rather than penalize students for barriers they cannot control. Protect student data if a platform records viewing or responses. A flipped classroom succeeds through thoughtful sequencing and teacher response, not through AI-generated materials alone.