1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. About this constructor
This activity constructor document is aimed at assisting teachers in
designing Flipped Classroom Activity in their own course using existing content.
This guide will deal with Open Education Resources (OER’s) or those
licensed under Creative Commons.
The slides with white background are information sheets.
The slides with Pale-yellow background require you to provide inputs.
Replace the text written in BLUE with your input.
This will be followed by an example input.

3. Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

4. Prof. Raju K. Marag
Prof. Raju K. Marag M.Tech:(Petrochemicals) Assistant Professor Department of Chemical Engineering Area of Specialization: Petrochemicals, Solid Fluid Mechanical Operations

5. 2nd YEAR UG STUDENTS IN Chemical ENGINEERING
Raju Marag
Chemical Technology
Ammonia Manufacturing Process
Chemical
2nd YEAR UG STUDENTS IN Chemical ENGINEERING
FAMT, Ratnagiri

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

7. 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)

8. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
To understand Ammonia manufacturing process
Key Concept(s) to be covered
Reaction, Flow sheet & Description

9. 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
Ammonia Chemical Reaction
Explain the Reactor & it’s operating conditions
Explain function of each & every unit operations
Key Concept(s) to be covered
Chemical Reaction
Reactor & it’s operating conditions.
Ammonia end uses.

10. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Ammonia Manufacturing Process
00 – 11:24
11:24
TOTAL DURATION :11:24 Min
* 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.

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)
Chemical Reaction V1
3.0
PROOFS V2
SIMPLIFICATION V3
5:24
EXAMPLE
TOTAL DURATION
11:24 min

12. 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.

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

14. 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.

15. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of watching the videos students will be able to
write a process description and draw a block flow diagram of the reaction and separation steps
Construct a process flowsheet for a batch and continuous process
Different types of flow diagrams
Key Concept(s) to be covered
EXAMPLE

16. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Active Learning Strategy
Explain the strategy by giving details of
What Teacher will do?
What Student will do?
Justify why the above is an active learning strategy
Enter Justification Here

17. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Live problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction
Peer Instruction Strategy – What Teacher Does
Q. 1. Esterification reaction produces
vanaspati
2. detergent
3. mercaptans
4. soap
EXAMPLE

18. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Flowsheets
Schematic representations
Arrangement of equipment
Interconnections
Movement of material
Stream connections
Stream flows/quantities
Stream compositions
Operating conditions
etc
EXAMPLE

19. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
First provide a premise
Flowsheets
Schematic representations
Arrangement of equipment
Interconnections
Movement of material
Stream connections
Stream flows/quantities
Stream compositions
Operating conditions
etc
EXAMPLE

20. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Process flowsheet
Symbols
Stream information
Layout
EXAMPLE

21. 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)
EXAMPLE