FLIPPED CLASSROOM ACTIVITY – BRAINSTORMING BY EDWARD J KENNEDY

EDWARD J KENNEDY BRAINSTRORMING TOTAL QUALITY MANAGEMENT MECHANICAL AND ALLIED STUDENTS LOYOLA-ICAM COLLEGE OF ENGINEERING AND TECHNOLOGY

EDWARD J KENNEDY BRAIN STORMING WHEN THERE IS A REQUIREMENT OF IDEAS TO SOLVE A PROBLEM. A GROUP OF PROFESSIONALS/ EXPERIENCED PEOPLE GET TOGETHER TO GENERATE A LARGE NUMBER OF SOLUTIONS/ IDEAS WITHIN A SHORT TIME HELPFUL IN PROBLEM SOLVING BY OBTAINING HUGE VOLUME OF WORKEABLE/ IMPLEMENTABLE SOLUTIONS.

GUIDELINES FOR EFFECTIVE BRAIN STORMING (B . S) EDWARD J KENNEDY GUIDELINES FOR EFFECTIVE BRAIN STORMING (B . S) CHOOSE THE TOPIC OF DISCUSSION SELECT TEAM FACILITATOR TO MONITOR PROGRESS SELECT TYPE OF B.S RULE TO BE KNOWN TO EVERYONE DEFINE THE PROBLEM GIVE TIME FOR THOUGHT ENSURE 100% PARTICIPATION PROVIDE A RELAXED ATMOSPHERE GENERATE IDEAS MOTIVATE PARTICIPANTS TO THINK NO DISCUSSIONS AND EVALUATIONS RECORD EVERY IDEA/ SOLUTION EVALUATE AND FINALISE

DOS DURING BRAIN STORMING EDWARD J KENNEDY DOS DURING BRAIN STORMING WARMING UP SESSION ALLOW- NOISE/ SHOUT LAUGHTER WRITE IDEAS ON BOARD- EVERY ONE TO SEE ENCOURAGE, APPRECIATE ALL IDEAS ALLOW WILD/ SILLY IDEAS TIME TO THINK NUMBER IDEAS SEQUENTIALLY TRANSMIT IDEAS TO GET MORE IDEAS TRY TO HAVE MORE YOUNGSTERS END ON WILDEST IDEAS

DONOTS DURING BRAIN STORMING EDWARD J KENNEDY DONOTS DURING BRAIN STORMING NO NON-MEMBERS/ PARTICIPANTS NO INTERRUPTIONS IN ANY FORM NO DRAGGING SESSIONS WHEN THERE ARE NO IDEAS NO TOO MUCH TIME FOR INITIAL BRIEFING DO NOT WIPE/ REMOVE IDEAS FROM BOARD

TYPES OF BRAIN STORMIING (B.S) Out-of-class Segment TYPES OF BRAIN STORMIING (B.S) STRUCTURED UNSTRUCTURED DETAILS IN VIDEO AS OFF CLASS ACTIVITY

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity STUDENTS TO REMEMBER, UNDERSTAND WHAT STRUCTURED BRAINSTORMING IS AND USE IT Key Concept(s) to be covered CONDUCT OF BRAINSTORMING ADVANTAGES AND DISADVANTAGES

Out-of-class Activity Design - 1 Main Video Source URL https://youtu.be/RJx3-4RjPb4 License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) STRUCTURED BRAINSTORMING 00:00 – 02:57 02:57 TOTAL DURATION 02 MINS 57 SECS * It is recommended to provide customized shortened URLs, as they are easier to remember for future use. ** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

Out-of-class Activity Design -2 Learning Objective(s) of Out-of-Class Activity STUDENTS TO REMEMBER, UNDERSTAND WHAT UNSTRUCTURED BRAINSTORMING IS AND USE IT Key Concept(s) to be covered CONDUCT OF BRAINSTORMING ADVANTAGES AND DISADVANTAGES

Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/3i2lYV_jvgE License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) UNSTRUCTURED BRAINSTORMING 00:00 – 03:27 03:27 TOTAL DURATION 03 MINS 27 SECS * It is recommended to provide customized shortened URLs, as they are easier to remember for future use. ** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) STUDENTS TO REMEMBER, UNDERSTAND WHAT STRUCTURED BRAINSTORMING IS AND USE IT WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF STRUCTURED BRAIN STORMING TEN WATCH FIRST VIDEO ON STRUCTURED BRAINSTORMING Expected activity duration TEN MINUTES ** It is recommended that total duration of activity and video should not be greater than one lecture duration.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) CLARITY ON WHEN TO CONDUCT UNSTRUCTURED BRAIN STORMING Q. JUSTIFY ACTIONS DURING UNSTRUCTURED BRAINSTORMING 10 minutes WATCH SECOND VIDEO ON UNSTRUCTURED BRAIN STORMING TO ANSWER

In-class Activity Design -1 Learning Objective(s) of In - Class Activity ASSESSMENT OF ASSIMILATION OF CONCEPT Key Concept(s) to be covered WHAT BRAINSTORMING IS? WHY IT IS DONE? GUIDELINES

In-class Activity Design -1 Learning Objective(s) of In-Class Activity AT THE END OF THE CLASS THE STUDENT SHOULD HAVE A CLEAR IDEA OF WHAT BRAINSTORMING IS? Key Concept(s) to be covered WHERE BRAINSTORMING IS USED ? STUDENTS WRITE THE ANSWER INDEPENDENTLY AND SHARE WITTH THEIR NEIGHBHOUR AND ONE OF THEM SHARES THE ANSWERS.

In-class Activity Design -2 Active Learning activity(ies) that you plan to do SIMULATE STRUCTURED BRAINSTORMING Explain the strategy by giving details of TEACHER OBSERVES SIMULATION BY ONE HALF OF STUDENTS, AND EVALUATES SIMULATION BY FIRST HALF AND COMMENTS BY THE SECOND HALF SECOND HALF OF STUDENTS WATCH SIMULATION BY FIRST HALF AND COMMENT BOTH CORRECT AND RECONCILE WITH THE GUIDANCE OF TEACHER Justify why the above is an active learning strategy FIRST HALF ACTS AND SECOND HALF JUSTIFIES/ CRITICISES ACTIONS OF SECOND HALF. THEY CORRECT CONCEPTS ON GUIDANCE FROM TEACHER AND RECONCILE.