Abstract
The article examines the possibilities that offers the Flipped Clarssroom to students and teachers in Geography and economics subject. The approach of the inverted classroom changes the places of the homework and the class lessons when gaining new knowledge. First, the students receive information on the curriculum independently, and then the teacher, stepping on the laid foundation, clarifies concepts and structures the respective volume of teaching material. Through this approach the student steps in an active position. There is increase of learning motivation. New models of communication between teachers and students are being formed. Individual and group forms of work are combined. Applying the inverted classroom method in Geography and economics subject, the teacher turns his role into a mentor who helps students consolidate what they have learned through discussions, games, teamwork and making mind maps.
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