Abstract
This work is action research using the Flipped Classroom model. The flipped classroom model was piloted during the 2nd Term in the teaching of Ancient Greek Writing, Homer’s Odyssey, to students of section A1 in an Exemplary High School. Essentially, an Action Research was developed with a control group of students of section A4, who were taught the course in the traditional way. The action was implemented with four Teaching Scenarios and lasted four weeks, a total of eight hours during the school year 2021-2022, in the period April-May 2022. In particular, the work aimed to capture the design and implementation conditions of the model, the teaching benefits and implementation difficulties. It was found that the learning results were better in the flipped classroom and an increase in teaching time was observed in the classroom, where a variety of activities were carried out, while the impressions of the students were positive for the new teaching method. However, student participation in pre-class activities was problematic, as a small percentage of students who did not participate were recorded. At the same time, regarding the question of how we teach the new subject under examination with a flipped class, two different ways were noted: a. by dividing the topic into sub-questions before the class b. by deriving the theory through an example. Finally, various solutions were found to issues that need reflection around the model such as the non-participation of students in the pre-class phase, technical issues of the digital platform, at what time or part of the material the model can be used and others.
