FLIPPED CLASSROOM ACTIVITY

1. FLIPPED CLASSROOM ACTIVITY

2. Table of Contents

3. About ME I am Dr.P.Chitra, Department of CSE, Thiagarajar College of Engineering, Madurai. This activity is a part of the Operating system course offered to 2nd year UG students. The stripped video content given in this activity is taken from the NPTEL online lectures.

4. Chitra.P PROCESS SCHEDULING OPERATING SYSTEMS COMPUTER SCIENCE 2ND YEAR UG STUDENTS FROM CSE Department of CSE, Thiagarajar College of Engineering

5. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity • At end of watching the video the student will be able to • Explain the pre-emptive and non pre-emptive SJF scheduling algorithm using Gantt chart. (Understand) • Calculate the waiting time for SJF and SRTF scheduling algorithm for a given multi-programmed scenario. (Apply) Key Concept(s) to be covered • Pre-emptive and Non pre-emptive scheduling • Gantt chart • Expressions for calculating waiting time

6. Out-of-class Activity Design - 2 Main Video Source URL https://drive.google.com/open?id=0B0i6HgmmQDkMMXEtVXJHTGtlMTQ**** L License of Video http://nptel.ac.in/courses/106106144/19 Mapping Concept to Video Source 8:31 min TOTAL DURATION *** *This content is stripped from the NPTEL video lecture

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration 10 min

8. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration 10 min

9. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, • Demonstrate the impact of arrival times and burst times on the preemptive and non preemptive scheduling strategies • Criticize on the drawbacks of preemptive shorted Job First scheduling Key Concept(s) to be covered • Waiting time calculation • Resource preemption

10. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think Pair Share Explain the strategy by giving details of What Teacher will do? Teacher explains what is arrival time, burst time and what is the idea behind, scheduling jobs in multiprogrammed system. Also highlights the importance of preemptive scheduling . Teacher gives a sample scenario of 4 processes with different arrival time and burst times and asks the student to think of different possible scheduling of these according to their interest without specific mention of the scheduling algorithm

11. In-class Activity Design -2 Explain the strategy by giving details of 2. What students will do? Students start to think by imagining the scenarios followed in billing queues such as Shopping malls/ cinema theatre. They pair among themselves and discuss the impact of waiting time relating to this situation. Finally share the idea with respect to what they observed in the video and what they discussed with their team. Justify why the above is an active learning strategy The students can think of different possible combinations of scheduling the process and understand how this has an impact on the system performance.

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 the scheduling algorithm. Q 1: What will happen to the waiting time, if the arrival time of the P1 and P2 are the same Waiting time remains same Waiting time reduces Waiting time increases

13. 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 the scheduling algorithm. Q 1: Can you compare the SRTF with the real life queues followed in railway reservation where the order of service is First Come First Served(FCFS) Longer process suffer in FCFS, waiting time remains same Shorter process suffer in FCFS, waiting time increases The waiting time drastically reduces in FCFS

14. 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.

15. In-class Activity Design -2 TPS Strategy – What Instructor does Think Phase ( approx 5 min) -The instructor poses a question to which students read it individually, and write their answers. In this case instructor ask student to draw Gantt chart for given problem using SRTF Process Arrival Time Burst Time P0 0 5 P1 1 7 P2 2 4 It is to be observed that most of the student forget about the shortest remaining burst time of the process, and they only check the burst time of process given in the problem statement.

16. 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. In this phase, instructor asks the students to discuss their answer with their neighbor and try to convince each other regarding how their answer is correct.

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 preemptive scheduling is to be done. 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. If Gantt chart was wrong then automatically it results in wrong waiting time and turnaround time of so the teacher decided to conduct Think-Pair-Share activity in the class and it was conducted. After that immediate feedback and post test of 10 marks was conducted. After evaluating the post test paper the active learning is facilitated.

19. THANK YOU