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Flipped Classroom Design
BY, D.K.MADHUMATHI
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Table of contents S.NO CONTENT SLIDE NO 1 SELF INTRODUCTION 3 2
OUT OF CLASS SEGMENT 5 IN CLASS SEGMENT 9 4 EVALUATION 13
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Self Introduction I am Madhumathi.D.K working as Assistant professor at PSG College of Technology. My area of interest is Manufacturing Technology and Management.
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Introduction to Lean Concepts
LEAN MANUFACTURING PRODUCTION 3RD YEAR UG STUDENTS IN APPAREL TECHNOLOGY PSG COLLEGE OF TECHNOLOGY
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Out of class segment Learning objectives of out of class activity
At the end of watching the videos student should be able to Construct the definition for Lean with reference to is history in manufacturing.(APPLY level) Explain the types of wastes involved in production with respect to value addition to the final production.(UNDERSTAND level) Key concepts to be covered: Definition of Lean Wastes- MURA, MURI and MUDA
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Mapping concept to video source
Main video source : V1 : V2: V3: License of video: CC attribute license (reuse allowed) Total duration:16.02 min CONCEPT VIDEO SEGMENT DURATION (in min) DEFINITION OF LEAN V1 - 0:00 – 3.20 3.20 V2 – 0.00– 5.39 5.39 WASTES-MURA, MURI and MUDA V3 – 0.00 – 7.13 7.13
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Aligning assessment with learning objectives
Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Construct the definition for Lean with reference to is history in manufacturing. Q. Answer the below questions Who were the first to implement Lean and what was the need for it. What were the benefits of implementing TPS. How do you define lean. 10 minutes Watch video 1 and answer Q1 and Q2 Watch video 2 till 0.35 and answer Q3 Complete video 2 and move to next video.
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Aligning assessment with learning objectives
Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Explain the types of wastes involved in production with respect to value addition for the final production. Q. Answer the below questions What is waste in manufacturing. A. List the types of waste explaining it with suitable examples from apparel industry. B. categorize the identified wastes as value added or non value added. 20 minutes Watch Video 3till 0.35 and answer Q1 Complete video 3 and answer Q2. Submit the answer for Q2 the day before coming to next class. Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Calculate takt time, line balancing ratio and efficiency for a sewing line to map current state. Q. Answer the below questions 1) Calculate takt time using given data 2) Calculate line balancing ratio and efficiency for the given problem. 15 minutes
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In class activity design
Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, Solve real-life scenario problems of lean manufacturing by identifying and eliminating waste (ANALYZE Level) Key Concept(s) to be covered Identify and eliminate waste Real World Problem Solving.
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In class activity design
Active Learning activity(ies) that teacher plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction
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In class activity design
Peer Instruction Strategy – What Teacher Does Post the real life scenario for all the types of waste at the start of the class and provide instruction for the identifying the cause for it and provide solution.
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In class activity design
Peer Instruction Strategy – What Teacher Does Scrap produced by poorly maintained fixtures. 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.
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In class activity design
TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think individually the scenario and suggest suitable solution to reduce or remove the activity. 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. 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 correct solution and how different solutions play a role solving the issue in real life Applications.
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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)
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