This study illustrates an instructional model for flipped learning through an example of the ‘Introduction to Korean Language Education’ course, an introductory undergraduate course in KSL(Korean as a Second Language). Flipped learning is an instructional model that allows students to engage in active learning by creating a meaningful and motivating context for learning. The model incorporates a variety of pre-class, in-class, and post-class activities which help learners to construct/reconstruct their knowledge and develop critical thinking skills. This study demonstrates how the knowledge and cognitive process dimensions of the revised Bloom’s Taxonomy can be applied to classroom teaching and learning through an inductive approach. This study proves that flipped learning can promote students’ higher order thinking ability and can be easily adaptable to various levels and dimensions of knowledge. Based on the experience of designing and implementing a flipped learning model, the author offers a few pedagogical suggestions. First, just as instructors may feel burdened with creating various learning tasks and activities, learners can feel overwhelmed with a number of student-centered activities. The findings of this study indicate that in terms of course length, seven to eight weeks of flipped learning will be appropriate for effective learning. Second, in order to implement interactive tasks and activities as well as offer individualized feedback, it will be ideal to limit the number of students to less than 30. Finally, securing classrooms that can accommodate various group activities is essential for flipped classroom instruction. (Kyung Hee University)