As an alternative teaching-arrangement, the Inverted Classroom Model has potentialto modernize academic teaching and meet the requirements for competency orienta‐tion, the continuous use of digital media, the flexibility of study and heterogeneityorientation. Nowadays, numerous publications are available, which show the range ofpossible applications. In this paper, two practice projects are presented, which havebeen implemented in different didactical settings. Thus, the Inverted Classroom mo‐del can be described as an instructional design that can be flexibly applied to differentdisciplines and settings. It will be documented how inverted formats can be imple‐mented in and meet the requirements of modern academic teaching.