1. Vikas Shukla FLIPPED CLASSROOM

2. describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. Flipped Classroom

4. Highlights of the Intervention Promotes peer interaction and collaboration skills. Encourages higher student engagement. Makes learning central rather than teaching. Fosters independent learning. Provides increased individualized attention.

5. Research says: A growing number of higher education individual faculty have begun using the flipped model in their courses 4% - Failure Rate in Biology down from 17% BEFORE using flip at Univ. of Washington in Seattle 73.7% - “C” or better in flipped General Chemistry vs. 48.4% in traditional class at Univ. of Memphis 5.1% - Increase in final exam performance 2013 UNC Pharmacy School Study Flipped Learning in Higher Ed Source: http%3A%2F%2Fscla.org%2Fsites%2Fdefault%2Ffiles%2FFlippedLibrariansSCLA2014Slides.pptx&usg=AFQjC NFIwL3rpBLMNtiBaEtZyPWdSy9_Hg&sig2=Xxr9vGn-QmYciV76V-CYOw Copyright 2012 EDUCASE. This work is licensed under a Creative Commons Attribution-Non- Commerical-NoDerivs 3.0 License. http://creativecommons.org/licenses/by-nc-nd/3.0/ Clipart Copyright 2010 Microsoft.comhttp://creativecommons.org/licenses/by-nc-nd/3.0/

6. Flipped teaching influences student achievement. HYPOTHESIS

7. Class- X Topic – Magnetic Effect of Electric Current Subtopics covered  Force on conductor in magnetic field  Electric motor  AC generator  DC Motor  Fleming’s left and right hand Rules  Properties of Magnetic lines of forces  Lines of forces INTRODUCTION

8. METHODOLOGY STEP 1 – Initial briefing of the chapter Magnetic effect of current. Basic concepts of the chapter discussed in the class. STEP 2 – Students were given the task of teaching the same topics in class & submit important questions on the topic. STEP 3- Students teach in the class & discuss in groups. STEP 4- A class-test based on questions submitted by students is taken. STEP 5- Scores of both the tests were analysed to reach a conclusion on efficacy of the intervention.

9. CLASS PERFORMANCE IN TEST

10. FINDINGS Higher achievement Professional Skills of Teaching Leadership Good Communication Self-confidence Organizational Skills Team Work Motivation Research Skills Decision-making skills Rapport building Onus of learning was on students Teacher was a facilitator and guide.

11. THANK YOU