To teach a particular topic a teacher first gives the students to watch the…

Concept — Instructional methods can be classified by where the two core activities of learning are placed: the learner's first exposure to new content, and the higher-order practice that applies it. The conventional arrangement keeps first exposure inside the contact session and pushes the practice outside it. A blended model that inverts this pair moves the direct instruction to before the session and reserves the session itself for guided application.

Application — Trace the arrangement described in the stem against that pair:

1. The pre-recorded lecture video is watched at home, so the learner's first exposure to the new content happens before the contact session and outside the classroom.

2. Discussion and problem-solving activities are run in the class, so the higher-order practice that the conventional arrangement would set as homework now occupies the contact session.

3. Both halves of the pair have been exchanged, which is exactly the inversion that defines a flipped classroom.

Cross-check — Contrast the arrangement with the other methods named in the item:

• Lecture-demonstration keeps the explanation inside the contact session and adds a live showing of the process, apparatus or specimen; no content is transferred to the learner beforehand.

• Asynchronous learning fixes only a timing relationship, that teacher and learners are not engaged at the same moment. It covers the home-viewing half alone and says nothing about how the contact session is spent.

• Synchronous learning fixes the opposite timing relationship, that teacher and learners are engaged at the same moment. It covers the in-class half alone and cannot account for the pre-recorded viewing at home.

• Flipped classroom names the whole two-part arrangement: direct instruction before the session, guided application during it.

Result — The practice described in the item is therefore a flipped classroom.