The higher-level thinking activities towards the top of Bloom's Taxonomy are done during higher-level learning activities and often require students to develop their collaboration, communication, critical thinking, and creativity. This is where deep work happens! Where students begin to connect items of knowledge, critique them, or bring them together to create something completely new. This can be as simple as students evaluating a case study, but it can also include collaborative projects, and practical activities such as creating pieces of work or exploring ideas through movement and practical application.
Usually, this looks like students completing assessment tasks or other activities that are often sent home, hence the misunderstanding about flipped learning. Often flipped learning is taking the lecture you gave in class and providing it as a set of notes, audio, or video for students to consume at home and then taking those questions requiring application and critical or creative thinking, often sent home as homework because we lack the time in class to complete them after lecturing for most of the lesson, and doing them in class.
Flipped learning is really about trying to rearrange your workflow so that you are putting into practice your answer to the following question: