1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING VIDEO

2. Table of Contents SECTION SLIDE # 5 15 21 ABOUT TEACHER 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 15
EVALUATION 21
COMMUNITY BUILDING

3. About Teacher
My name is Krishnasamy J working as Assistant Professor in Department of Textile Technology, PSG College of Technology, Coimbatore. I am interested in developing a flipped class room on the topic of natural and synthetic fibres

4. J Krishnasamy NATURAL AND SYNTHETIC FIBRES TEXTILE TECHNOLOGY
1st year B.Tech Textile Technology Student’s
PSG COLLEGE OF TECHNOLOGY

5. Out-of-class Activity Design
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to
Explain the objectives of basic textile fibres.
Categorize the various types of fibres available in the textile industry.
Key Concept(s) to be covered
What is fibre?
Types of fibres
Manufacturing of synthetic fibres

6. Out-of-class Activity Design
Main Video Source URL
License of Video
Creative Commons Attribution license (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Natural and synthetic fibres
0:01– 03:18
3:18
TOTAL DURATION
3 min 18 sec

7. Out-of-class Activity Design
Main Video Source URL
License of Video
Creative Commons Attribution license (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Fibre
V1 - 0:01 – 0:08
0:08
Types of fibre
V2 – 0:09 – 0:45
0:36
Synthetic fibre and its manufacturing
V3 – 1:00 – 3:16
2:16
TOTAL DURATION
2:60 min

8. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Understanding fibre and its types
Quiz and descriptive type 20
Watch the video atleast one day before class
Expected activity duration
20 min

9. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Understanding fibre
Q. Fibre is defined as
1) Metal wire
2) Thin thread like strand
3) Rope
4) Optical wire
3 minutes
Watch V1 and then answer Q1

10. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Understanding fibre types
Q1. Fibres are not classified under
1) Natural fibre
2) Animal fibre
3) Synthetic fibre
4) High performance fibre
3 minutes
Watch V2 and then answer Q2

11. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Fibre types
Q2. Fibres are not classified under
1) Natural fibre
2) Animal fibre
3) Synthetic fibre
4) High performance fibre
3 minutes
Watch V2 and then answer Q2

12. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Identifying synthetic fibre?
Q3. Which is a synthetic fibre?
1) Cotton
2) Silk
3) Wool
4) Rayon
3 minutes
Watch V2 and then answer Q3

13. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Synthetic fibre manufacturing
Q4. Define Polymer?
Q5. Where nylon fibre is used?
5 minutes
Watch V1 and then answer Q4 and watch V3 and then answer Q5

14. Out-of-class Activity Design
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Knowing Polyester fibre
Q6. Write the molecular structure of polyester?
3 minutes
Submit answers to all questions 2 hours before coming to class.
Total activity duration:
20 minutes

15. In-class Activity Design
Learning Objective(s) of In - Class Activity
Differentiating various fibre types
Key Concept(s) to be covered
Need of synthetic fibres
Use of high performance fibres

16. In-class Activity Design
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Identify the fibre types of various garments in real-life scenario (ANALYZE Level)
Suggesting another suitable fibres for the particular garment (ANALYZE Level)
Key Concept(s) to be covered
Need of synthetic fibres
Uses of high performance fibres

17. In-class Activity Design
Active Learning activity(ies) that you plan to do
Identifying various fibre types worn by students using
Think-Pair-Share
Concept clarification using.
Peer Instruction

18. In-class Activity Design
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.
Q 1: Why synthetic fibres are necessary?
Easy to manufacture
Eco-friendly
Any desirable properties can be introduced
Only natural fibres are sufficient. 

19. In-class Activity Design
Peer Instruction Strategy – What Teacher Does
 Q 2: Whether synthetic and high performance fibres are same?
Both are same
Both are same but property wise different
Not all synthetic fibres are high performance fibres
Both are different

20. In-class Activity Design
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.

21. In-class Activity Design
TPS Strategy – What Instructor does
Assume that one wear summer clothing and other wear winter clothing. Think and write on the possible fibres used in both case.

22. In-class Activity Design
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Why you think that certain fibres are only suitable for summer clothing?
Think individually and identify the reason why all the fibres are not used for the both the purpose.

23. In-class Activity Design
TPS Strategy – What Instructor does
Pair (~4 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor will be visiting to 2~3 sections to see
what they are doing.

24. In-class Activity Design
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 why certain fibres are important on summer clothing and how it is different from winter clothing. Finally, summarizing the fibre types (done in out of class activity) and why synthetic and high performance fibres are important for making summer and winter clothing (done in in-class activity)

25. In-class Activity Design
Justification for the above activity which 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.
This is actually happening while understanding fibre types and its application
There is also feedback to be provided