1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 4 14 17 24 ABOUT YOU 3
OUT-OF-CLASS SEGMENT 4
IN-CLASS SEGMENT 14
EVALUATION 17
COMMUNITY BUILDING 24

3. Anthony Augustine Centre Lathe Machine Machining Processes Mechanical
4th Semester UG students of Mechanical Engg.
RTM Nagpur University, SVPCET,Nagpur

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

5. 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)

6. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to
Explain the various constructional features of a centre Lathe machine.
Identify, differentiate and explain basic Centre Lathe machine operations.
Identify and explain Basic Work holding Devices in Centre Lathe
Key Concept(s) to be covered
Basic Centre Lathe Machine Constructional features
Basic Centre Lathe Machine Operations
Basic Work holding Devices in Centre Lathe

7. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Creative Commons Attribution licence (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Centre Lathe Machine Features
V – 2.18
1.43
Centre Lathe Machine Operations V
6.22
Basic Work holding Devices in Centre Lathe V
3.93
TOTAL DURATION
12.33min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Explain the various constructional features of a centre Lathe machine.
Q1 Name the important Parts of Centre Lathe Machine with sketch
10 min
Watch first section V1 of video

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Identify, differentiate and explain basic Centre Lathe machine operations.
Q1 Name the important Lathe operations with application
10 min
Watch section V2 of video

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Identify and explain Basic Work holding Devices in Centre Lathe
Q1 Name the important Lathe work holding devices and use
10 min
Watch first section V3 of video
Expected activity duration
30min

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

12. 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.

13. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Solve real-life scenario problems involving selection of proper operation and tool for machining (EVALUATE Level)
Identify and select proper work holding devices for appropriate operations (EVALUATE Level)
Key Concept(s) to be covered
Selection and application of proper operation and tooling in Real life production Scenario
Selection and Application of proper work holding devices for appropriate operations

14. 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

15. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of operations tooling used and work holding devices at end.
Q1 Can Lathe Machine be used to generate flat surfaces.
Q2 A worm gear needs to be machined on a shaft using Lathe. Provide the count of operations to be performed.

16. 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.

17. In-class Activity Design -2
TPS Strategy – What Instructor does Provide a Premise In the adjoining figure the component called Eccentric sheave needs to be machined using a lathe machine.

18. In-class Activity Design -2
TPS Strategy – What Instructor does Think (~5 minutes) Instruction: Gives the task of assuming that standard casting is used a raw material the student will individually write down 1 ) the Sequence of operations that may be used in Machining Process 2) The Number and name of different tools that might be used. 3) The Possible work holding devices that might be used

19. In-class Activity Design -2
TPS Strategy – What student does Think (~5 minutes) Instruction: Assuming that standard casting is used a raw material the student will individually write down 1 ) the Sequence of operations that may be used in Machining Process 2) The Number and name of different tools that might be used. 3) The Possible work holding devices that might be used

20. 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. Ask students to write down new operations , tools and work holding devices discovered during discussions

21. In-class Activity Design -2
TPS Strategy – What Student does
Pair (~5 minutes)
Student pairs up and compares his answers with other students in group of 2 or 3. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing.
Students write down new operations , tools and work holding devices discovered during discussions

22. 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 Possible optimal solution and how lathe machine operation play a major role in real life applications, Eccentric Turning.
In the next iteration of TPS, in the Think Phase we ask students to identify Operations, Tools and work holding devices for Threading aLong Slender shaft
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

23. 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)

24. Community Building
Students in Course can form Discussion forum or padlet groups and share views Videos on blogs social media Happy Learning Thank You..