This paper investigates the impact of designing and implementing a Flipped Classroom (FC) learning design at primary and secondary education schools as part of teachers' professional development. During a bottom-up procedure, 376 teachers who participated in a middle-scale seminar for this model were trained in "flipped classroom strategy" with the same blended learning model. In the first phase, they proposed their flipped classroom lesson plans and in the second phase they analyzed them in a peer-review processing. As a result, we have created and propose a learning design template in LAMS available for teachers to author and implement a flipped classroom lesson with the aim of active participation instead of a passive experience.