FLIPPED CLASSROOM ACTIVITY ON SOLID WASTE MANAGEMENT AND RECYCLING

1. FLIPPED CLASSROOM ACTIVITY ONSOLID WASTE MANAGEMENT AND RECYCLING

2. Table of Contents

3. INDU RAJAN WASTE MANAGEMENT AND RECYCLING SOLID WASTE MANAGEMENT CIVIL AND ENVIRONMENTAL ENGINEERING III & IV th year B.Tech Civil Engineering Students KERALA UNIVERSITY

4. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Types of Solid waste( Understand level) Importance of solid waste management and recycling(Understand level) Implementation of proper solid waste management( Application Level) Success stories in recycling( Motivational Level) Key Concept(s) to be covered Types of Solid waste Solid waste management and recycling

5. Out-of-class Activity Design - 2 http://tinyurl.com/h6o28os Main Video Source URL License of Video Creative commons Attribution License(Reuse allowed) Mapping Concept to Video Source * It is recommended to provide customized shortened URLs, as they are easier to remember for future use. ** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

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

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

8. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective TOTAL ACTIVITY DURATION: 20 min

9. In-class Activity Design -1 Learning Objective(s) of In - Class Activity Importance of solid waste management and Recycling(Analyze Level) Identification of proper waste management methods(Analyze Level) Key Concept(s) to be covered Need and importance of waste management

10. In-class Activity Design -2 Active Learning activity(ies) that you plan to do PEER INSTUCTION STRATEGY-Think Pair Share • Explain the strategy by giving details of What Teacher will do? Give an overview of the current methodologies and engage them in TPS activity What Student will do?

11. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and engage the students to do think pair share activity. Q 1: What will happen if the solid wastes are not properly segregated? Effective bio degradation is not achieved. Effective bio degradation is achieved None of the above

12. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which of these are effective methods for the disposal of wet waste? Bio composting Land filling Bio gas plant Incineration

13. 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

14. In-class Activity Design -2 TPS Strategy – What Instructor does Discuss the importance and need for proper waste management methods Suggest some existing methods. Encourage the students to think, discuss and share their views and opinions on the same and promote the concept of recycling .

15. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think about the common waste disposal methods in our locality. Think individually and identify the various methods available at present.

16. In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Ask the students to point out the merits and demerits of the methods discussed. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing.

17. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~10 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 how the drawbacks of current systems can be overcome. In the share phase again the different answers are sought.

18. 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.