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 Vikas Mahandule Asst. Professor, MIT Arts Commerce and Science College, Alandi (D.), Pune 412105, Area of Specialization: Computer Science – • Object Oriented Programming.

5. Vikas Mahandule Object Orienteded Programming Computer Science and Allied Computer Science SYBBA – CA Sem IV Students MIT ACSC, Alandi (D.), Pune

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 - Learning Objective(s) of Out-of-Class Activity Understand the Difference between Class, Object, and Members Key Concept(s) to be covered Concept of Class, Object, Data Members and Member Functions

9. Out-of-class Activity Design- Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to • Explain the concept of Class, and Declaration. • Difference between Class and Structure. • Explain the concept of Object. • Declaration of Data members and Member functions Key Concept(s) to be covered • Class. • Object, Lifetime of Object. • Member Functions. • Programme EXAMPLE

10. Out-of-class Activity Design - 2 Main Video Source URL https://drive.google.com/open?id=0B5j30T4TtA-bMWNhSHRnQTY4YkU License of Video https://onlinecourses.nptel.ac.in/noc17_cs01/unit?unit=31&lesson=33 Mapping Concept to Video Source TOTAL DURATION 10 Min

11. Out-of-class Activity Design - 2 Main Video Source URL https://drive.google.com/open?id=0B5j30T4TtA-bMWNhSHRnQTY4YkU License of Video https://onlinecourses.nptel.ac.in/noc17_cs01/unit?unit=31&lesson=33 Mapping Concept to Video Source EXAMPLE TOTAL DURATION 10.00 Min

12. 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.

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

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

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

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

17. 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.

18. In-class Activity Design Learning Objective(s) of In - Class Activity Students can understand the concept of Class and Object. Key Concept(s) to be covered Class Object Difference between Class and Structure

19. In-class Activity Design Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, • Declare Class, Data members, Member Functions. • Students Made use of Access Specifiers. • Create Objects, Call Objects. • Differentiate between Class and Structure. Key Concept(s) to be covered • Use of Class and Object. • Implementation access specifiers. • Difference between C and C++ Program. EXAMPLE

20. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Active Learning Strategy Explain the strategy by giving details of What Teacher will do? What Student will do? Justify why the above is an active learning strategy Enter Justification Here

21. 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 EXAMPLE

22. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose and provide C language program and to convert it to C++. Q 1: What will the C++ program for the same? EXAMPLE

23. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which of the specifiers used in structure by Default? • Public • Private • Protected EXAMPLE

24. 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. EXAMPLE

25. In-class Activity Design -2 TPS Strategy – What Instructor does • Write a c++ Program from given C program. • Make use of Class Object EXAMPLE

26. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Make use of Access Specifier in the C++ Program. Think individually and identify the scenario Public, Private, Protected in class. EXAMPLE

27. 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) Sharable Link for Video https://drive.google.com/open?id=0B5j30T4TtA-bMWNhSHRnQTY4YkU EXAMPLE

28. 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 Objects A and B in a Class. How member functions are called? EXAMPLE

29. 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 objects can make use of class template. Difference between Structure and Class. In the next iteration of TPS, in the Think Phase we ask students to convert the given C program to C++ program. In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought. EXAMPLE