1. Use of ICT in Education for Online and Blended Learning
AICTE approved Faculty Development Program
IITBombayX

2. Flipped Classroom
IIT Bombay

3. Flipping the classroom - From
Information Transmission
In class
Assimilation
Outside class

4. Flipping the classroom - To
Information Transmission
In class
Assimilation
Outside class

5. Flipped classroom and Active learning
In class: Presence of instructor and peers is more useful for students to apply their learning, rather than listening to information transmission and asking clarifications.
In a flipped classroom, the in-class time can be devoted to tasks that promote active learning, since information transmission happens before class.

6. Activity – Pros & Cons analysis
Given - Two implementations of FC.
Go through the two implementations.
GOAL: For FC - A, write pros, then write cons. For FC-B, repeat.
Hint: Use list of questions to think about pros & cons

7. Activity – Pros & Cons analysis - Questions
OUT OF CLASS COMPONENT
Size of videos - Length appropriate?
Number of concepts per video – 1 or 2
Is sequencing appropriate?
Clear instructions on how to watch videos ?
Does it have worked examples?
Does it have self-assessments?
IN CLASS COMPONENT
What did students and instructors do in class?
Did they do active learning? (how do you know)
Did the instructor repeat concepts from video?
Did they spend most of time clarifying?
Do the in-class activities address sufficiently higher-order thinking skills?
Is there opportunity for interaction – peers and instructor?
How well did in-class activity connect to videos watched and next topic?

8. Two implementations – 5th standard Maths
FC- A:
Out of class - See Khan Academy Pythagorian thm videos containing
Watch Intro to the Pythagorean thm 2;
Read transcript of Pythagorean thm example and solve the problem, then watch
Watch Pythagorean thm word problem carpet
In class –
Group problem solving such as: You are playing badminton in your garden and the shuttle cock accidentally lands on top of a wall 12.5 feet high. You have a 13 feet ladder, which is stable only if its base is placed at least 5 feet away from the wall. Will you be able to get reach the shuttle cock.
Devise a geometrical proof of Pythagorean theorem.

9. Two implementations – 5th standard Maths
FC- B:
Out of class - See Khan Academy Pythagorian thm videos containing
Watch Intro to the Pythagorean thm 2; Pythagorean thm example, word problem fishing boat and carpet, Distance formula
In class
Which problems above are unclear ? Clarifies Qs (mostly on distance formula)
Does fishing boat problem, carpet problem and ladder problem on board.

10. Activity – Pros & Cons analysis - Questions
IN CLASS COMPONENT
What did students and instructors do in class?
Did they do active learning? (how do you know)
Did the instructor repeat concepts from video?
Did they spend most of time clarifying?
Do the in-class activities address sufficiently higher-order thinking skills?
Is there opportunity for interaction – peers and instructor?
How well did in-class activity connect to videos watched and next topic?

11. Activity – Pros & Cons analysis - Questions
OUT OF CLASS COMPONENT
Size of videos - Length appropriate?
Number of concepts per video – 1 or 2
Is sequencing appropriate?
Clear instructions on how to watch videos ?
Does it have worked examples?
Does it have self-assessments?

12. Activity – Pros & Cons analysis
FORMAT
Think (3 min): Write 1 pro and 1 con of each strategy

13. Activity – Pros & Cons analysis
FORMAT
Think (3 min): Write 1 pro and 1 con of each strategy
Pair (7 min): Turn to your neighbour
Together come up with two pros and two cons.
In pairs, decide which implementation you think is “better”

14. Activity – Pros & Cons analysis
FORMAT
Think (3 min): Write 1 pro and 1 con of each strategy
Pair (7 min): Turn to your neighbour
Together come up with two pros and two cons.
In pairs, decide which implementation you think is “better”
Share (5 min) – RC coordinator please lead discussion:
Within your your RC Collate total number and type of pros & cons
Is there a consensus? discuss and come to a consensus
RC Coordinator - tell us via chat which implementation your RC agreed was more effective, with one reason.

15. Activity – Pros & Cons analysis
FORMAT
Share (5 min) – RC coordinator please lead discussion:
Within your your RC Collate total number and type of pros & cons
Is there a consensus? discuss and come to a consensus
RC Coordinator - tell us via chat which implementation your RC agreed was more effective, with one reason.

16. Summarize activity
Summarizing RC responses - pros & cons of each FC implementation.
Note - each implementation contains some pros and some cons
IIT Bombay

17. Flipped classroom in this FDP
We have been implementation flipped classroom in this program!
How?
Last one week – “out of class” component
- information on new topic, videos, short assignments
Today and tomorrow – “in-class” component
- application, assimilation, design activities (which?).
You can do the same in both classroom and blended teaching. How?
IIT Bombay

18. How to implement Flipped Classroom in your course
Complete Flipped Classroom lesson design for your course
Select, create out-of-class materials such as videos, screencasts (lab today & tomorrow)
Create in-class activity such as TPS (week 2 assignment and upcoming activity
Peer review of each others’ lesson design (week 4 assignment and upcoming activity)
IIT Bombay

19. How to implement Flipped Classroom in your course
Introduce Flipped Classroom activity constructor - walk through.
Pair activity
Find a partner
Use activity constructor
Design in-class component of your flipped class.
(details on next slide)
IIT Bombay

20. Pair Activity – Design in-class activity for your flipped class
1) Find a partner.
from your domain, ideally teaches similar course.
2) Fill introductory aspects of activity constructor.
3) Now – do in-class part with your partner.
Suppose you decided to do Think-Pair-Share as in-class activity
Note - You are familiar with TPS – LeD videos, earlier today you have participated in TPS (as learners), seen TPS constructor.
GOAL: Write the TPS activity – see guidelines in activity constructor.

21. Next activity – peer review of TPS
Why? What? When?
IIT Bombay

22. Tea break!
IIT Bombay