FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. MR. Harish Rajurkar TOPIC – Microwave Communication COURSE – Microwave ENGINEERING Electronics & Telecomm ENGG. B.E. Eight SEMESTER STUDENTS (COMMON TO ALL BRANCHES) ST. VINCENT PALLOTTI COLLEGE OF ENGG & TECH, NAGPUR & AFFILIATED TO RTMNU, NAGPUR

3. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity • To aware the learner , about basic Fundamental of Communication Engineering • To aware the learner about the different communication methods • To aware the learner microwave communication Importance & applications Key Concept(s) to be covered Microwave Communication Microwave Bandwidth & Applications

4. Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/QJnrZ7q3Wm8 License of Video  Creative Commons Attribution Mapping Concept to Video Source 5:01 min TOTAL DURATION

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

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

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Total activity duration 30 minutes

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

9. 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.

10. 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 involving selection of proper operation and concept of microwave communication(EVALUATE Level) • Identify and select proper components (EVALUATE Level) Key Concept(s) to be covered Fundamentals of microwave communication Applications of Microwave communications

11. 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

12. 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 operations tooling used and work holding devices at end. Q1 Can long distance communication is possible using microwaves ? Q2 What are the different devices that use microwaves?

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 Provide a Premise What are the different methods we use to communicate… !!!

15. Ways of Communication !!! Microwaves 1 3 Smoke Sound Animals Instruments 2 Wired Wireless Satellite 4 Optical

16. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Instruction: The various parameter of a good communication systems. the student will individually write down 1 ) arrange the communication methods as per various parameter 2) write the best method as per today's demands

17. In-class Activity Design -2 TPS Strategy – What student does Think (~5 minutes) Instruction: Assuming the demand of bandwith for communication ,the student will individually write down 1 ) Arrange the various communication methods as per bandwith requirements 2) Why Microwave communication ?

18. 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. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Ask students to write down new applications of microwave communication during discussion.

19. In-class Activity Design -2 TPS Strategy – What Student does Pair (~5 minutes) Student pairs up and compares his answers with other students in group of 2 or 3. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Students write down new applications of microwave communication during discussion.

20. 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 Possible optimal solution and how Microwave communication play a major role in real life & industry based applications. In the next iteration of TPS, in the Think Phase we ask students to various microwave frequencies used for industry based application. In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought.

21. 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)

22. Thank You..