FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents

3. About Author: Name: KAUSTHAV PRATIM KALITADesignation: Assistant Professor, Assam Don Bosco University Topic: Decision Making Statements Course: Programming In C

4. Kausthav Pratim Kalita DECISION MAKING STATEMENTS PROGRAMMING IN C COMPUTER SCIENCE CSE 1st SEM ASSAM DON BOSCO UNIVERSITY

5. Out-of-class Segment This section helps you design the Out-of-Class segment of Flipped Classroom Strategy.

6. About Out-of-Class Segment • Meant mainly for Information-Transmission to student. • Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply) • Teacher takes time to search and locate videos. • Out-of-Class activity should not be too lengthy, (ideally think of 1 lecture being transferred outside)

7. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Learning the basic concepts on decision making Learning the basics of if-else statements Learning the concepts of nested if-else statements Key Concept(s) to be covered Concepts on if-else Concepts on switch-case Concepts on for Concepts on while and do-while

8. Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=XgoEyzO3Okc License of Video Creative Commons Attribution licence (reuse allowed) Mapping Concept to Video Source TOTAL DURATION: 8 minutes 45 seconds

9. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

10. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

11. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

12. In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.

13. About In-Class Segment Make sure that In-Class segment contain activities for effective learning In active learning student goes beyond listening, copying of notes. Execution of prescribed procedures. Students are required to talk, write, reflect and express their thinking. Engage students in higher-order thinking (Analyze-Evaluate-Create). Ensure that students get feedback on their work, either from peers or you. Ensure to provide summary that connects Out-of-Class and In-Class activities.

14. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, • Solve real-life scenario problems with the help of decision making statements (ANALYZE Level) • Implement simple if, if-else, nested if-else and if-else ladderin C programming (ANALYZE Level) Key Concept(s) to be covered • Use of Decision Making Statements in Real World Problem Solving. • Implementation of simple if, if-else, nested if-else and if-else ladder

15. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Understand the concept of decision making statements using given problem Explain the strategy by giving details of The teacher is expected to understand the knowledge gained by the students in converting a problem to flowchart and convert them to a program The students are expected to learn the basics of decision making statements in C Justify why the above is an active learning strategy The students are explected to understand how to represnt a problem in flow-charts and use nested if-else statements in C programming to implement the algorithm.

16. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction

17. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification. Q 1: #include <stdio.h> int i; int main() { if (i); else printf("Ëlse"); return 0; } if block is executed. else block is executed. It is unpredictable as i is not initialized. Error: misplaced else

18. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: #include <stdio.h> int main() { int i; if (printf("0")) i = 3; else i = 5; printf("%d", i); return 0; } 3 5 03 05

19. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

20. In-class Activity Design -2 TPS Strategy – What Instructor does A flowchart has been provided in the given figure which is an expressing of an algorithm. It can be well observed that if conditions are applied to come to different conclusions. The flowchart has been encapsulted with the start and the end terminals. The result is depicted in the second last block. The diamond blocks are used to apply the conditions to be checked to decide upon the decision to be made.

21. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Think individually and identify the objective of the algorithm. Further, an analysis has to made on what are changes that need to be incorporated to implemented if-else ladder to solve the same problem. Instruction: The concept of nested if-else is implemented in three cases as shown in the figure provided. The term 'rate' is assumed as some value which may be some possible values. Instruction: The concept of nested if-else is implemented in three cases as shown in the figure provided.

22. In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. Now, we need to implement the algorithm in C programming.

23. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and also explanation is provided on how the algorithm is altered if we need to check the ranges of the input instead of concrete and unique numbers (1,2 or 3 in our problem). That means, the problem may be such that:

24. In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary)