How do we design courses for students who learn at different speeds, without leaving anyone behind? The answer came in flipping my classroom by shifting lectures to homework and using class time for guided practice demonstrations. It helped to reduce frustration, increased engagement, and made the classroom a more welcoming place for everyone.

Before I made the switch to a flipped classroom, I used to demonstrate a chapter, for example Word Chapter 1 during class, and then assign the SIMbook, a Custom Exam (that we use as an assignment), and Challenge Yourself Project as homework.

The problem was clear that students came in with different levels of experience. Some had never touched a PC; others were older and still learning basic computer skills; some could teach the course; and some had challenges that required additional support. Demonstrations took longer than expected as I stopped to help struggling students. Advanced students got bored and tuned out, and the ones struggling grew frustrated, and the tension in the room was noticeable.

A few years ago, I decided to try the flipped classroom approach using the SIMnet® platform to level the playing field and ease the frustration. Now, each chapter in Word, Excel, Access, or PowerPoint still includes a SIMbook, a Custom Exam (that we use as an assignment), a Challenge Yourself Project, and sometimes a discussion or in-class activity, however I assign them on different weeks.

What Works for Me

  • During the first class, I assign the SIMbook and Custom Exam as homework. At this point, I don’t lecture or demonstrate the material, I just show students how to use the SIMnet platform.
  • When students return the following week, I walk them through my demonstration (Word Chapter 1, for example) while they follow along. They get points for turning in their completed file from the demonstration. They have already completed the SIMbook and Custom Exam; they are familiar with the content; they know what the Insert tab is, how to format text, and where to find basic tools. That familiarity makes demonstrations smoother, faster, and far less frustrating for everyone.
  • Of course, not every student completes the homework before class. When that happens, I gently remind them in private how important it is to prepare so they can keep up with the pace.
  • That following week, the homework shifts to the Challenge Yourself Project and the next chapter’s SIMbook and Custom Exam. Students often work together in class on the Challenge Yourself Project assignment while I move about the room to answer questions and encourage peer support.

Active Learning

The flipped approach isn’t just about moving lectures outside of class; it transforms what happens inside the classroom. Instead of passively watching me demonstrate, students are actively clicking through menus, testing formatting tools, troubleshooting errors, and helping one another problem-solve. The students turn their demonstration files in for a grade each week.

When students encounter a task they don’t immediately know how to solve, they learn to experiment, check their SIMbook,and ask questions rather than memorize steps. This helps them build confidence instead of frustration.

Students who might never raise a hand during a lecture often feel more comfortable working in this environment. I often hear the whispers of the students who may have gotten lost and ask how I can help. This helps to build a sense of community, which is especially important in courses where the students start from very different learning levels.

The classroom feels more like a workshop and less like a lecture hall,where all of the students have the chance to learn, engage, and succeed.