The flipped classroom strategy in Europe and the United States of America has become the subject of interest for a number of schools, institutions and colleges. After 90% of learning was a lecture given by the teacher in the classroom, and 10% was homework performed by the student at home, learning became investigative activities. Strategies concerned with active learning and tasks carried out by students in the classroom by 90%, and a lecture watched by the student at home by 10%.

The flipped classroom strategy has clearly upended traditional classroom systems. In the traditional classroom, the teacher explains the lesson and leaves the students to delve into the concepts at home, through daily assignments or homework, which does not take into account individual differences among students. In the flipped classroom, the teacher prepares an electronic visual file in which he explains the contents of the lessons and the new concepts in them using audio-visual techniques, interactive presentations, and simulation programs, so that the students can watch them before the lesson, and it is available to them throughout the time, so that the students come to the classroom and are ready to apply the concepts and content. the year they watched, in the form of a series of active learning activities, investigative and experiential activities, mathematical problem-solving, teamwork and progress assessment, rather than wasting time listening to the teacher.

As for the teacher, in the traditional system most of the roles were centered around him. The teacher in the traditional system sometimes treats the students as empty containers into which information is poured, without any interaction from them. In flipped learning, the teacher seeks to link students' success with the ability to think independently, solve unexpected problems, and deal with complex issues. After the teacher's goal was often to deliver information to the student, his goal became to achieve a better understanding of the students' needs by trying to answer the following questions: What do the students learn? How do they apply what they have learned in practice?

Accordingly, the teacher becomes more interactive with his students and more aware of the extent of their acquisition of concepts and the speed at which they absorb them through the feedback he provides to them, in addition to the availability of sufficient time in the classroom to train students, inspire them, develop their skills and deepen their concepts, in addition to his ability to discover students' difficulties and perceptions. The alternative they have, because it focuses on each individual student. For this reason, many new titles have emerged for the teacher, such as the facilitator, the facilitator, the mentor, and the trainer. Hence, it becomes clear that in order for the teacher to apply the flipped classroom strategy, he must possess the skills of dealing with technology in its various forms, and possess conceptual knowledge and teaching experience.

reference: new-education.con