FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

2. DR.R.VIDYADHAR EMPLOYABILITY SKILLS COMMUNICATION SKILLS ENGLISH 3rd YEAR UG STUDENTS OF ALL ENGINEERING BRANCHES RVR & JC CE, GUNTUR

3. Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos…… Students understand the Dynamics Around the Table, dressing for interview success, handling Difficult Interview Questions, handling Rejection. Students will be able to understand Interview Dynamics. They will learn how to Tackle Interview Nerves. Key Concept(s) to be covered Your personal qualities. How well you express yourself. Your motivation and enthusiasm.

4. Out-of-class Activity Design - 2 (From National repositories) - NPTEL V1: https://www.youtube.com/watch?v=O_hPW6ZiQt8&t=84s V2: https://www.youtube.com/watch?v=45uNWLmAZR8&t=412s Duration of V1 is 58:31min & V2 is 1:06:25 min (From International repositories) V3: https://www.youtube.com/watch?v=9aTIpfAwzMg&t=93s Duration of V1 is 31:43min License: Creative commons / you tube license

5. Out-of-class Activity Design - 3 Instructions to do Out of Class Activity: Answers are expected to be unique. Timely submitted assignments will be given 10 marks Late submission of the assignments will affect the attendance. Watch all videos completely to answer the questions given. Check your knowledge about body language without misconceptions.

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 = 30 to 40 minutes

9. Out-of-class Activity Design - 3 Instructions to do Out of Class Activity: Answers are expected to be unique. Timely submitted assignments will be given 10 marks Late submission of the assignments will affect the attendance. Watch all videos completely to answer the questions given. Check your knowledge about body language without misconceptions.

10. In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, you will be able to express yourself with motivation and enthusiasm (ANALYZE Level) You will understand the dynamics at interview table, dressing for interview success, handle difficult Interview questions, handling rejection. (ANALYZE Level) • Key Concept(s) to be covered • Identifying best interview selling traits. • Few real life cases to gain knowledge of mixed experiences

11. In-class Activity Design -2 Active Learning activity(ies) that I have planned to do Concept clarification using… Peer Instruction Real life problem solving using… Think-Pair-Share

12. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Poses PI questions at the start of the class. Collect voting from the students He then let the students to discuss with each other. Finally He explains why a particular option is suitable for the given PI question.

13. In-class Activity Design -2 Peer Instruction Strategy – QUESTIONS Q1: Which of the following are Teamwork skills   options: a) Working safely b)Thinking and problem-solving c) Participating in projects and tasks Q2: What are your intuitive skills. options: a) Honesty b) Presentation skills

14. In-class Activity Design -2 Peer Instruction Strategy – What Student Does Students vote individually for the given PI question. Then they will discuss with the peers They will come to a conclusion with a particular answer. Then they will listen to teacher’s suggestions.

15. In-class Activity Design -2 TPS Strategy – What Teacher Does In the THINK phase, she/he gives a question to the students, asks the students to think about the question for some time & reflect on their question through their answers. In the PAIR phase, she/he allows the students to pair up & instructs them to discuss their answers. Teacher will perform the role of a facilitator - monitoring the students to find whether they are participating in the activity or not. In the PAIR phase, teacher instructs all the pairs to form into one group. Then she/he will listen to the concluded answer accepted by all the students as the best one & gives final conclusion to the given problem/question.

16. In-class Activity Design -2 TPS Strategy – QUESTIONS Q1: Discuss your intuitive and academic skills. Q2:What are your greatest professional strengths? What do you consider to be your weaknesses? Q3: Describe situations that demonstrate your employability or transferable skills, such as the personal, teamwork and fundamental skills you need to succeed in every work situation. Instructions: Think of these problems for 10min. Pair up with your neighbour, solve the problem for 20min & try to obtain the solution. Then we will discuss the solution with the entire class.

17. In-class Activity Design -2 TPSStrategy– What Student Does Work on the given problems/questions in the given time of (10min) They get pair up with peers & starts solving the problems with in the given time (20min) Shares the solutions/answers with the entire class for another 10min.

18. In-class Activity Design -2 Justify why the above is an active learning strategy The students are • Making best use of technology, • Incorporating listening & thinking skills, • Lively participating in the group discussions, • More active participation is taking place • All the students are getting benefited • Even slow learners are also involving in the activities. • In the end feedback is also provided (either through peer discussion or instructor summary)