Rafaela Kožlakar, Stanislava Polajžer, Maja Vičič Krabonja, Gimnazija in srednja šola Rudolfa Maistra Kamnik, Breda Gruden, Bernarda Trstenjak, Miška d.o.o., Viljenka Šavli, Srednja ekonomska šola Maribor

“Flipped” learning in its own way combines distance and live learning. Students come in touch with learning materials first at a distance: they process the learning content by watching the video lectures and other materials, prepared by the teacher. When the teacher and students meet together in the classroom, interaction in the form of practical work, mutual creation, consolidating materials, problem solving etc. on the topic takes place. Best practice learning has been demonstrated in collaborative work, which supports project, investigative mode of work and is based on authentic cases. In this process mutual exchange of experience and information between students is emphasized, while the teacher takes an active role of a mentor. The advantage of learning in this way is that it meets students’ needs for personalised way of working at a distance, not bound to time or place of learning. These facts have been confirmed in practice, too. Students have pointed out that it is an advantage to have their teacher available when they are solving problems or when they have questions regarding learning materials or working procedures.With this method of learning students develop 21^st century competencies and, in particular, responsibility and attitude to learning, which is a foundation for their lifelong learning.The “flipped” learning and teaching has already been tested in several schools. It is quite a challenge for teachers to prepare such lessons, indeed, but pupils and students have been especially satisfied with such an active way of working.