1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 5 14 22 ABOUT ME 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 14
EVALUATION 22

3. About Me
Provide basic information about yourself and the topic in which you want to design a flipped classroom. I am Dr. P. Mathumathi , Assistant Professor of English from Anna University, Thoothukudi Campus. I have been teaching for the engineering students for the past 15 years. I am interested in English Language Teaching. The topic I have chosen for designing a flipped classroom is “Parts of Speech” for Civil and Mechanical Engineering students whose medium of instruction is Tamil.

4. Dr. P. Mathumathi NOUN COMMUNICATIVE ENGLISH ENGLISH
1ST YEAR ENGINEERING STUDENTS IN CIVIL AND MECHANICAL ENGINEERING(TAMIL MEDIUM)
ANNA UNIVERSITY, CHENNAI

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
Learning Objective(s) of Out-of-Class Activity
Learn what a noun is?
Classification of noun
Identifying a noun
Key Concept(s) to be covered
1. Importance of Noun in parts of speech
2. Different types of noun

8. 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)
Definition of noun and Different types of noun
0:00 – 15:43 M
15:43 min
TOTAL DURATION
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

9. Guideline for Designing Assessments
It is recommended to provide few assessment with each video resource.
The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives.
It is recommended that you evaluate these assessments before the in-class to understand the level of students.

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
To identify a noun
1.Identify the Nouns in the following sentences
e.g.1. Akshara is playing in the park.
2. Hari is going to college by car.
3. Mathu is reading a book.
10 minutes
Watch the video from 1:04 mts to 1:23 mts to know what a noun is
Expected activity duration
10 minutes
** It is recommended that total 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)
To Classify a noun
1.Classify the Nouns in the following sentences
e.g.1. Shreejha is taking her dog for a walk in the park.
2. Shri has a bunch of keys with him.
3. Sheethal likes things made of gold.
20 minutes
Watch the video one more time to know the different types of noun
Expected activity duration
20 minutes
** It is recommended that total one lecture duration.

12. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
To know the difference between proper noun and common noun
1.Classify the Nouns as common and proper in the following sentences
e.g.1. Bengaluru is a beautiful city.
2. Ram is an industrious boy.
3. BMW is an expensive car.
10 minutes
1)Watch the video from 2:27 mts to 6: 59 minutes to know the difference between proper and common noun
Expected activity duration- 10 minutes
5 minutes

13. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
To identify the different types of noun
1.Classify the different in the following sentences
e.g.1. Bengaluru is a beautiful city.
2. Gold is an expensive metal.
3. I saw a flock of birds flying in the sky.
4. Shri is known for honesty.
20 minutes
1)Take an article form an English Newspaper and mark the Nouns. Use one colour for each type. For Example, use Red colour sketch pen for proper noun, Green colour for Coomon noun and bring it to the classroom for discussion on noun 20
** It is recommended that total one lecture duration.
Expected activity duration

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

15. 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.

16. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
Know what a noun is, its classification and the importance of it in Parts of Speech
Key Concept(s) to be covered
The usage of nouns while framing a simple, complex or compound sentences

17. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think-Pair-Share
Explain the strategy by giving details of
Teacher -Collect the newspapers from the students in which they have marked the nouns as out-class activity . Shuffle the paper cuttings and give each student one. See to that they don’t get the same article.
Student – Students have to go through the article, check whether the nouns are marked correctly, think individually, then pair and discuss if they find any wrong marking
Justify why the above is an active learning strategy
When there is sharing of what is learnt, it will be easy for the teacher to take the students to the next level and teach them how to use the nouns in different kinds of sentences.

18. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Usage of nouns in a sentence.
Think-Pair-Share
Identification of Noun.
Peer Instruction

19. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Ask the students to write the definition of noun and one example for each noun at the start of the class and provide summary of what a noun is and the classification of noun
Q 1: Define a Noun?
Naming word
Action word
Describing word
Expression word

20. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Identify the proper noun?
Akshara
Girl
bevy
flock

21. 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.

22. In-class Activity Design -2
TPS Strategy – What Instructor does
First show a simple passage in ppt. (Think 5 mts)
       Francis Macomber had, half an hour before, been carried to his tent from the edge of the camp in triumph on the arms and shoulders of the cook, the personal boys, the skinner and the porters. The gun-bearers had taken no part in the demonstration. When the native boys put him down at the door of his tent, he had shaken all their hands, received their congratulations, and then gone into the tent and sat on the bed until his wife came in. She did not speak to him when she came in and he left the tent at once to wash his face and hands in the portable wash basin outside and go over to the dining tent to sit in a comfortable canvas chair in the breeze and the shade..

23. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Identify the nouns in the given passage
Think individually and identify the nouns. Also write down the nouns in the note-book

24. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on final answer.
While students are pairing and discussing, instructor goes to 2~3 groups to see
what they are doing.

25. 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 correct answers and gives the importance of nouns in parts of speech.
In the next iteration of TPS, in the Think Phase students are asked to identify the nouns.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought and the instructor tell the students to frame sentences using nouns.

26. 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 simply learning the definition of noun and are able to identify the different types of noun and frame sentences of their own. 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)