1. FLIPPED CLASSROOM ACTIVITY – BRAINSTORMING BY EDWARD J KENNEDY

2. EDWARD J KENNEDY BRAINSTRORMING TOTAL QUALITY MANAGEMENT
MECHANICAL AND ALLIED
STUDENTS
LOYOLA-ICAM COLLEGE OF ENGINEERING AND TECHNOLOGY

3. EDWARD J KENNEDY BRAIN STORMING
WHEN THERE IS A REQUIREMENT OF IDEAS TO SOLVE A PROBLEM.
A GROUP OF PROFESSIONALS/ EXPERIENCED PEOPLE GET TOGETHER TO GENERATE A LARGE NUMBER OF SOLUTIONS/ IDEAS WITHIN A SHORT TIME
HELPFUL IN PROBLEM SOLVING BY OBTAINING HUGE VOLUME OF WORKEABLE/ IMPLEMENTABLE SOLUTIONS.

4. GUIDELINES FOR EFFECTIVE BRAIN STORMING (B . S)
EDWARD J KENNEDY
GUIDELINES FOR EFFECTIVE BRAIN STORMING (B . S)
CHOOSE THE TOPIC OF DISCUSSION
SELECT TEAM
FACILITATOR TO MONITOR PROGRESS
SELECT TYPE OF B.S
RULE TO BE KNOWN TO EVERYONE
DEFINE THE PROBLEM
GIVE TIME FOR THOUGHT
ENSURE 100% PARTICIPATION
PROVIDE A RELAXED ATMOSPHERE
GENERATE IDEAS
MOTIVATE PARTICIPANTS TO THINK
NO DISCUSSIONS AND EVALUATIONS
RECORD EVERY IDEA/ SOLUTION
EVALUATE AND FINALISE

5. DOS DURING BRAIN STORMING
EDWARD J KENNEDY
DOS DURING BRAIN STORMING
WARMING UP SESSION
ALLOW- NOISE/ SHOUT LAUGHTER
WRITE IDEAS ON BOARD- EVERY ONE TO SEE
ENCOURAGE, APPRECIATE ALL IDEAS
ALLOW WILD/ SILLY IDEAS
TIME TO THINK
NUMBER IDEAS SEQUENTIALLY
TRANSMIT IDEAS TO GET MORE IDEAS
TRY TO HAVE MORE YOUNGSTERS
END ON WILDEST IDEAS

6. DONOTS DURING BRAIN STORMING
EDWARD J KENNEDY
DONOTS DURING BRAIN STORMING
NO NON-MEMBERS/ PARTICIPANTS
NO INTERRUPTIONS IN ANY FORM
NO DRAGGING SESSIONS WHEN THERE ARE NO IDEAS
NO TOO MUCH TIME FOR INITIAL BRIEFING
DO NOT WIPE/ REMOVE IDEAS FROM BOARD

7. TYPES OF BRAIN STORMIING (B.S)
Out-of-class Segment
TYPES OF BRAIN STORMIING (B.S)
STRUCTURED
UNSTRUCTURED
DETAILS IN VIDEO AS OFF CLASS ACTIVITY

8. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
STUDENTS TO REMEMBER, UNDERSTAND WHAT STRUCTURED BRAINSTORMING IS AND USE IT
Key Concept(s) to be covered
CONDUCT OF BRAINSTORMING
ADVANTAGES AND DISADVANTAGES

9. Out-of-class Activity Design - 1
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
STRUCTURED BRAINSTORMING
00:00 – 02:57
02:57
TOTAL DURATION
02 MINS 57 SECS
* 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.

10. Out-of-class Activity Design -2
Learning Objective(s) of Out-of-Class Activity
STUDENTS TO REMEMBER, UNDERSTAND WHAT UNSTRUCTURED BRAINSTORMING IS AND USE IT
Key Concept(s) to be covered
CONDUCT OF BRAINSTORMING
ADVANTAGES AND DISADVANTAGES

11. 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)
UNSTRUCTURED BRAINSTORMING
00:00 – 03:27
03:27
TOTAL DURATION
03 MINS 27 SECS
* 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.

12. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
STUDENTS TO REMEMBER, UNDERSTAND WHAT STRUCTURED BRAINSTORMING IS AND USE IT
WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF STRUCTURED BRAIN STORMING
TEN
WATCH FIRST VIDEO ON STRUCTURED BRAINSTORMING
Expected activity duration
TEN MINUTES
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

13. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
CLARITY ON WHEN TO CONDUCT UNSTRUCTURED BRAIN STORMING
Q. JUSTIFY ACTIONS DURING UNSTRUCTURED BRAINSTORMING
10 minutes
WATCH SECOND VIDEO ON UNSTRUCTURED BRAIN STORMING TO ANSWER

14. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
ASSESSMENT OF ASSIMILATION OF CONCEPT
Key Concept(s) to be covered
WHAT BRAINSTORMING IS?
WHY IT IS DONE?
GUIDELINES

15. In-class Activity Design -1
Learning Objective(s) of In-Class Activity AT THE END OF THE CLASS THE STUDENT SHOULD HAVE A CLEAR IDEA OF WHAT BRAINSTORMING IS?
Key Concept(s) to be covered
WHERE BRAINSTORMING IS USED ?
STUDENTS WRITE THE ANSWER INDEPENDENTLY AND SHARE WITTH THEIR NEIGHBHOUR AND ONE OF THEM SHARES THE ANSWERS.

16. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
SIMULATE STRUCTURED BRAINSTORMING
Explain the strategy by giving details of
TEACHER OBSERVES SIMULATION BY ONE HALF OF STUDENTS, AND EVALUATES SIMULATION BY FIRST HALF AND COMMENTS BY THE SECOND HALF
SECOND HALF OF STUDENTS WATCH SIMULATION BY FIRST HALF AND COMMENT
BOTH CORRECT AND RECONCILE WITH THE GUIDANCE OF TEACHER
Justify why the above is an active learning strategy
FIRST HALF ACTS AND SECOND HALF JUSTIFIES/ CRITICISES ACTIONS OF SECOND HALF.
THEY CORRECT CONCEPTS ON GUIDANCE FROM TEACHER AND RECONCILE.