FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. About this constructor This activity constructor document is aimed at assisting teachers in designing Flipped Classroom Activity in their own course using existing content. This guide will deal with Open Education Resources (OER’s) or those licensed under Creative Commons. The slides with white background are information sheets. The slides with Pale-yellow background require you to provide inputs. Replace the text written in BLUE with your input. This will be followed by an example input.

3. Table of Contents

4. About you I Isai Kalpesh Anil Working as assistant professor in Department of Applied Sciences at R C Patel Institute of Technology Shirpur. I Complete my Post Graduation in Chemistry. My Flipped Classroom Activity is Related to Polymers.

5. KalpeshIsai POLYMERS APPLIED SCIENCES FIRST YEAR STUDENT OF APPLIED SCIENCES ENGINEERING CHEMISTRY R C PATEL INSTITUET OF TECHNOLOGY, SHIRPUR

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

7. 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)

8. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to 1. Student able to gain information about polymers 2. Student able to know polymerization 3. Student able to classify various polymers Key Concept(s) to be covered 1.Polymer , 2.Polymerization, 3.Classification with examples of various polymers

9. Guidelines for Video Selection - 1 First check in National Repositories NPTEL Videos (http://www.nptelvideos.in/) NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd) Second Look in International Repositories OER Commons (https://www.oercommons.org/) OCW Consortium (http://www.oeconsortium.org/) Open Learing Initiative (http://oli.cmu.edu/)

10. Guidelines for Video Selection - 1 Third Look in Internet Video Repositories (filter for Creative Commons License) Youtube(https://www.youtube.com) Vimeo(https://vimeo.com/) Please note that Repository List is not exclusive and there are many more in the web. Please check this link from Edutopiafor more information.

11. Guidelines for Video Selection - 2 Keep the length of video short (not more than10 minutes).This is because it has been found that shorter videos are more engaging[1]. If the topic is too big for a single 10 min video, split the topic into multiple videos and give instructions to pause.(E.g. Pause at 4:30 sec) Select videos that have both text and audio narration.This will help in assimilation of content easier[2]. Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM. Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

12. Out-of-class Activity Design - 2 https://www.youtube.com/watch?v Main Video Source URL =YduOEGBtNfo License of Video Mapping Concept to Video Source 07:52 TOTAL DURATION

13. Guideline for Designing Assessments It is recommended to provide few assessment with each video resource. The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives. It is recommended that you evaluate these assessments before the in-class to understand the level of students.

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

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

16. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective • 21 minutes • Total activity duration

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

18. 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.

19. In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, • Student able to gain information about polymers & polymerization • Student able to classify various polymers • Key Concept(s) to be covered • Polymer • Polymerization • Classification of polymers

20. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Page Replacement Algorithm. Think-Pair-Share Concept clarification using. Peer Instruction

21. 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: What are polymers and give their uses industrial as well as domestic?

22. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: How polymerization takes place? Explain using chemical reaction.

23. 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.

24. In-class Activity Design -2 TPS Strategy – What Instructor does First provide examples related with domestic articles made from polymers. Then ask more examples to students. Make flow chart for polymerization process. Solve reactions related with polymerization. Make a tree diagram for classification of polymers.

25. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Check All examples related with polymers (Domestic & industrial). Think individually and identify the examples of various polymers.

26. 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. Now assuming that two examples of each type (Domestic & industrial).

27. 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 how distinguish both the types of polymers. In the next iteration of TPS, in the Think Phase we ask students to distinguish both the types of polymers. In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought.

28. 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 where student providing the answers related to polymers with more effective manner and in Quick time. The slow learner student try to make Group with topper student so that they can solve examples of polymer with good understanding.

29. Evaluation Student are evaluated on the basis of there activity in think pair share, then in class test are conducted. The performance of student are measure on the basis there marks in the test. The test consist of questions on polymers. There is one questions on each topic. The test consist on the questions which are at moderate Level. Fixed time Slots are provided for each question.

30. Community Building Community building is a field of practices directed toward the creation or enhancement of community among individuals. Due to think pare and share activity student are able to form their community. They are solving their problem using group. Within group they are discussing their problem and finding correct solution.