FLIPPED CLASSROOM ACTIVITY

1. FLIPPED CLASSROOM ACTIVITY

2. Table of Contents

3. About ….. Name of the Teacher : LavanyaChava Designation : Associate Professor Name of the Department : Civil Engineering Name of the Institute : GRIET Topic : Compaction of soils https://lavanyachava.wordpress.com/ RC:1080 RC URL: https://rc1080griet.wordpress.com/

4. LavanyaChava Compaction of soils Geotechnical Engineering Civil Engineering B.Tech III Year Students GRIET, Hyderabad

5. Out-of-class Segment This section is for out-of-class segment of Flipped Classroom Strategy.

6. About Out-of-Class Segment This is mainly used for Information-Transmission to student. Mostly help to achieve lower-order cognitive levels (Recall-Understand-Apply) It took some time about 3hrs to search and locate videos. This Out-of-Class activity is about 1 lecture hour

7. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity • At the end of watching the video students will be able to • Differentiate between various accessories required for laboratory method of compaction (Understand Level) • Illustrate the process of laboratory method for standard and modified compaction (Apply Level) • Assess the process of compaction in laboratory using different methods. (Apply Level) Key Concept(s) to be covered • Accessories of compaction apparatus. • Procedure for compaction in the laboratory. • Difference between standard and modified compaction.

8. 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/)

9. 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.

10. Video Selection The length of video selected was not more than10 minutes. This is because it has been found that shorter videos are more engaging. The video selected have text narration also. This will help in assimilation of content easier. Topic Related URLs http://nptel.ac.in/courses/105103097/51 https://www.youtube.com/watch?v=ylLk5KsUQQc

11. Out-of-class Activity Design - 2 https://www.youtube.com/watch?v=ylLk5KsUQQc Main Video Source URL Youtube - Reuse allowed License of Video Mapping Concept to Video Source 8:15 minutes TOTAL DURATION

12. Designing Assessments Few assessments were provided with each video resource. These assessments are at lower cognitive levels (Recall - Understand - Apply), aligned to the learning objectives. Also, these assessments are evaluated before the in-class to understand the level of students.

13. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 1

14. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 2

15. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 3 • Total activity duration – 10 Minutes

16. In-class Segment This section is for in-class segment of Flipped Classroom Strategy.

17. About In-Class Segment In the In-Class segment, the activities for effective learning are 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. Designed activity is given to engage students in higher-order thinking (Analyze-Evaluate-Create). Students get feedback on their work, from peers and/or me. Summary provide connectivity of Out-of-Class and In-Class activities.

18. In-class Activity Design -1 Learning Objective(s) of In - Class Activity • At the end of the class, students will be able to, • Determine the dry density of soil (ANALYZE Level) • Experiment the soil for compaction (ANALYZE Level) Key Concept(s) to be covered • Maximum dry density • Optimum moisture content

19. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think pair share (Slide No. 20-27) Peer instruction (Slide No. 20-27) • Explain the strategy by giving details of What Teacher will do? (Slide No. 21-22) What Student will do? (Slide No. 23) • Justify why the above is an active learning strategy Justification (Slide No. 28)

20. In-class Activity Design -2 Active Learning activities that are planned Real time problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction

21. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does PI questions at the start of the class and provide summary of basic characteristics of soil. Q 1: The process of compaction of a soil involves in • expulsion of pore water. • expulsion of pore air. • expulsion of both pore air and pore water. • none of the above.

22. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which of the expression is correct to determine the dry density? d= b/(1+w) b= d/(1+w) d= b/(1-w) b= d/(1-w)

23. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first choose the correct option individually. Then they will discuss with peers and come to consent. Listen to instructors explanation.

24. In-class Activity Design -2 TPS Strategy – What Instructor does First provide a basis idea on dry density and water content. Compaction of soil is defined as the process by which the soil particles are rearranged and packed together into a state of closer contact to decrease its porosity and thereby increase its dry density. The process of compaction is by the expulsion of air only. In practice, soils of medium cohesion are compacted by means of rolling, while cohesionless soils are most effectively compacted by vibration. Compaction increases the dry density of the soil, thus increasing its shear strength and bearing capacity through an increase in frictional characteristics.

25. In-class Activity Design -2 TPS Strategy – What Instructor does Think ( 2 minutes) Instruction: Assuming the different values of dry density and moisture content of a particular field soil. Think individually and identify the type of soil for the respective values of maximum dry density and optimum moisture content.

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, the instructor goes around to see what students are doing. Now assuming , the values of bulk density and moisture content are given determine the dry density, and identify the type of soil.

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 dry density and moisture content play a major role in identifying type of soil in field (in-situ).

28. In-class Activity Design -2 The above section is an active learning strategy.... • In both the above strategies of TPS and PI, 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 and/or instructor summary)