Skills4AI

AI to support the flipped classroom

  • 30/04/2026
  • Greta du Velay

Students at vocational secondary schools (CAP, Bac Pro).

Apprentices and work-study trainees.

The flipped classroom involves introducing a concept before the lesson (at home or independently), then using class time for understanding, practice and interaction. The creation process relies on AI at several stages: drafting a script (objectives, duration, tone, format), converting it into audio or video, then producing differentiated activities across three levels. A mind map brings the whole thing together. In principle, all subject areas can lend themselves to this approach, with one concept per video clip.

  • Free up time in class for practical work, remedial support and individualised guidance.
  • Encourage collaborative activities and oral work.
  • Develop pupils’ independence and sense of responsibility.
  • Resources available on demand for absent pupils.

General-purpose or specialised AI is used depending on what the teacher wishes to offer and the tools they are most familiar with.

A platform such as Nolej enables teachers to turn YouTube videos into educational resources by creating interactive activities.

The quizzes generated can be integrated into Pronote, Moodle, Éléa, Forms or Quizizz.

Preference should be given to resources that can be used on a smartphone.

The limitations stem from the way the system is organised, not from the AI itself. It is important to ensure that pupils have access to the necessary resources outside the classroom (equipment, internet connection, digital literacy).

Objectives

  • Create resources that can be used before lessons begin.
  • Make the flipped classroom a realistic option in vocational schools.
  • Produce short, interactive videos that are more engaging than a text to read.

Example of implementation

Experiments with the flipped classroom, carried out in various ways, have demonstrated real educational benefits. They allow classroom time to be reallocated to exercises, projects and discussions. The main obstacle identified remains the time needed to prepare materials in advance — which AI is specifically designed to reduce.

Here is an example of how to make a successful béchamel sauce:

1. Scriptwriting with AI You ask a general-purpose AI (ChatGPT, Claude, etc.) to write a script, specifying:

  • Objective: to understand the principle of white roux and how to make a successful béchamel sauce
  • Duration: 3 to 4 minutes
  • Tone: simple and straightforward, as if explaining to a kitchen apprentice
  • Format: audio narration with numbered steps

2. Convert to a video or audio clip Paste the script into a tool such as Nolej, Canva or a voice generator (ElevenLabs, Murf, etc.) to create a short video or an audio clip with visuals, suitable for use on a smartphone.

3. Activities tailored to three different levels

  • Level 1: Put the steps for making béchamel sauce in the correct order (drag and drop)
  • Level 2: Spot the mistakes in a deliberately incorrect recipe
  • Level 3: Adjust the proportions to change the quantity or thickness of the sauce

4. Consolidation mind map A mind map summarises the different types of roux (red, potato, egg yolk, etc.) to show where béchamel fits into the overall curriculum.

Back in the classroom, you don’t start explaining the béchamel sauce from scratch again — you pick up directly from the pupils’ questions, get them to make the recipe, deal with any mistakes as they arise, and help those who lost focus during the video.

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