MODEL IZOKRENUTE UČIONICE U NASTAVI PRAVOPISA

This paper discusses the possibilities of applying the flipped classroom model in teaching spelling in seventh and eighth grade of elementary school. Through theoretical analysis, the concept of the flipped classroom as a form of hybrid teaching is first defined, followed by a description of two of the most successful (implemented) examples of flipped classrooms in spelling instruction: Writing Students’ Conference and Writing Walk. Based on a detailed analysis after implementation, it has been confirmed that the flipped classroom model offers numerous advantages over traditionally organized spelling lessons and fosters higher levels of knowledge among students. In addition to being involved in cooperative and research work, students have the opportunity to develop creative and critical thinking skills and use modern technology and digital tools for learning. Knowledge becomes more permanent and functional, and the teaching of writing rules ceases to be formalistic, burdened only with definitions and terms. Meanwhile, spelling instruction is no longer burdened with formal definitions and terminology. Spelling is learned and understood in a real-world context through examples that are experientially familiar and relatable to students.