1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 6 13 18 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 6
IN-CLASS SEGMENT 13
EVALUATION 18

3. About you
Harikrishnan P M., Asst. Professor, Dept. of ECE, Sahrdaya College of Engineering and Technology Kerala Topic : Enhancement Type- MOSFET

4. Harikrishnan P M Enhancement Type MOSFET
Electronic Devices and Circuits
Electronics
S3 B.Tech Computer Science Students
APJ Abdul Kalam Technological University Kerala

5. Out-of-class Segment
This section helps you design the Out-of-Class segment of
Flipped Classroom Strategy.

6. 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)

7. Out-of-class Activity Design -1
At the end of watching the videos student should be able to
Remember the history of MOSFET
Understand Basic Construction mechanism of MOSFET
Understand how the current flow is happening
MOSFET Construction
Terminals
Device current
Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Key Concept(s) to be covered

8. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
MOSFET history
V1 - 0:00 – 0:46
0.46
Construction
V2 – 0.46 – 2.02
1.56
Working
V3 – 2.02 – 3.24
1.12
Total Duration:3.41 minutes

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Remember the history of MOSFET
Q1. Who obtained the 1st patent for Transistor?
Q2. When was the st MOSFET invented
2minutes
Watch V1
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Understand Basic Construction mechanism of MOSFET
Sketch the enhancement type mosfet construction diagram
10 minutes
Watch V2
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

11. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Understand Basic Construction mechanism of MOSFET
Analyze the working and predict what happens to the circuit current flow when a +ve voltage is applied at Gate
10 minutes
Watch V3
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

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

13. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Analyze and predict relationship between applied input voltage and output current.
Key Concept(s) to be covered
Input Output Characteristics

14. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think-Pair-Share
For Clarification of topic
Peer instruction

15. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class Q: Connect the MOSFET in a computer as a switch and apply a –VE Voltage at Gate as ON trigger. What will happen to the computer power?

16. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For question they will first answer individually.
Then they will discuss with peers and come to their group conclusion.
Discussing their solutions with whole class.
Listen to teachers explanation
Feedback on TPS through ICT tool Padlet

17. 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 understanding the concept. They are required to think deeply about the concept which they can apply in some real life issues. they were familiarized in out-of-class and do higher order thinking.
Final conclusion also provided through peer discussion as well as teacher explanation so that they can verify how much they learned is correct and what improvements they need.
They also get chance to express their view and suggestions regarding the in class activity through padlet platform.