1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Introduction
Mrs. Aanchal Lalla: I am currently employed in K. J. Somaiya Polytechnic for the subject of English since December I teach subjects like Communication Skills, Development of Generic Skills, Personality Development, etc. I am a post graduate in English from Pune University and have also completed my M.Phil in English. I have also pursued PGDBA with specialisation in HR(Human Resource) from Welingkar Institute, Mumbai. I have presented papers in various national and international conferences. Some of them have been published.

3. Aanchal Satish Lalla Non- Verbal Communication Communication Skills
1st year Electrical Engineering students
Diploma in Electrical
K. J. Somaiya Polytechnic, Vidyavihar, Mumbai

4. Out-of-class Activity Design - 1
Learning Objective(s) of out-of-class activity
At the end of watching the videos student will be able to:
Identify the barriers to communication.
Relate the barriers to communication with the concept of misunderstanding.
Overcome the barriers to have effective communication.
Key Concept(s) to be covered:
Semantic Barriers
Physical Barriers
Organisational Barriers
Psychological Barriers
Cultural Barriers

5. Out-of-class Activity Design - 2
Main Video Source URL:
License of Video: NPTEL Youtube Channel
Mapping Concept to Video Source
Concept
Video Segment
Duration
Barriers to communication (Physical, Semantic, Psychological, Personal, Organizational)
Video 1
7.15
Video 2
10.57
Video 3
15.04
TOTAL DURATION: 32.76

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Identify the barriers to communication
Two old friends meet in a compartment of a train. Both of them started communication with each other. They were not able to listen to each other properly. Identify the barrier in this situation.
05 minutes
Watch Video 1 and then give the answer.
2 Marks to solve this.

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Relate the barriers to communication with the concept of misunderstanding
One friend asks for mango juice from her another friend, but a glass pane is in between both of them. This friend gives her something different.
Why this misunderstanding arises?
05 minutes
Watch Video 3 and then attempt this answer.
2 marks to solve this.

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Overcome the barriers to have effective communication
Total Out-of-class activity duration: 15 minutes
If your boss does not listen to your innovative ideas. What sort of barrier it is? How are you going to overcome this barrier?
05 minutes
Watch Video 1 and 2 and then attempt this answer.
04 marks to solve this.

9. In-class Activity Design - 1
Learning Objective(s) of in-class Activity:
At the end of the class, students will be able to:
Locate barriers to communication in the real life scenario.
Implement effective communication by overcoming barriers to a maximum extent.
Key concepts to be covered:
Barriers to communication
Methods to overcome them

10. In-class Activity Design -2
Active Learning activity(ies) that I plan to do: Think-pair-share Concept clarification using: Peer Instruction

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
I pose two PI questions at the start of the class and provide summary of barriers to communication.
Q 1: Identify the type of barrier:
Mr. Jatin goes to a garage and instructs the mechanic to check his bike. Next day morning when he goes to garage, he finds that the mechanic has not repaired his bike but has only checked his bike. He didn’t repair as he was not instructed to do so.
Physical Barrier
Semantic Barrier
Organisational Barrier  

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q 2. Identify the type of barrier:
A young man enters in a train compartment and is chewing a chewing gum continuously. Besides him an old woman is sitting and observing him. After some time she says, “I am sorry but I am unable to understand what you are speaking as I am hard of hearing.”
Psychological Barrier
Semantic Barrier
Physical Barrier  

13. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first answer individually.
Then they will discuss with peers and come to common answer.
Listen to instructors explanation.

14. In-class Activity Design -2
TPS Strategy – What Instructor does Divide students in groups and ask them to think about a situation having different barriers to communication such as physical, semantic, psychological, organizational and ask them to role-play/ dramatize the same situation.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~5 minutes)
Instruction:
Think individually about any (innovative – other than what is already shown in videos) situation containing any of the barriers to communication which you have watched in the videos.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~10 minutes)
Instruction: Now pair up and discuss your situations. Agree on one final situation. And start preparing for the ideas of role-play.
While students are pairing and discussing, I go to few pairs to see what they are doing.
I provide some helpful hints to students, if they require any.

17. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~20 minutes)
I ask all the groups to role-play/dramatize the situation in front of the whole class and ask remaining students to identify the barrier shown in that situation. After sharing is done, I provide feedback to them and inform them about the importance of overcoming of barriers to communication in the real life scenario.

18. 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. Deep understanding of the topic is required as they have to act on the situation. They not only act on the situations containing barriers to communication but also remember to minimize those barriers in their real life. The content involve them in higher order thinking.
There is also feedback provided (either through peer discussion or instructor summary)