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 # 6 11 17 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 6
IN-CLASS SEGMENT 11
EVALUATION 17
COMMUNITY BUILDING

4. About you
I am Prof. Kranti M. Gajmal working as an Asst. Prof. In Gharda Institute of Technology, Lavel, Affiliated to Mumbai University.
Professional Background
M.Tech in Computer Science and Engineering( JNTU, Hyderabad)
Teaching Experience: 10 Years.
Topic for Flipped Classroom Activity
Java programming concept of
Method declaration
Method Definition
Method Call

5. Replace Header with your Name
Methods in Java
Object Oriented Programming Methodology
Object Orientation
TE Computer Students
AFFILIATED TO UNIVERSITY OF MUMBAI

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
1. After watching the video students will be able to Understand the concept of Methods in java and can visualize the basic terms related to Methods..
Learn the syntax to implement proper invoke and definition of methods.
Able to learn different types of methods..
Key Concept(s) to be covered
Method Definition and call
Types of Methods
Programming Syntax of above

8. Out-of-class Activity Design - 2
Main Video Source URL 1) 2) 3)
License of Video
YouTube Channel slidenerd
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Basic concept of Method in java
Types of Methods
Syntax of Method Call and Definition
Video1
Video2
Video3
9:55 Minutes
7:13 Minutes
6:59 Minutes
TOTAL DURATION
24:7 Minutes

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)
Write a method code using given concepts in video and find output by implementing in java
Write a code to calculate nPr and nCr when user enters the value of n and r, calculate factorial value also using method.
20 Minutes
Find the formulas
Give inputs
View video3 for syntax of method call and definition

11. 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.

12. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of activity student will be able to implement the method for real time class like student and customer.
Students will be able to find required variables and there use in methods.
Key Concept(s) to be covered
Using method in real world scenario.
Implementing fully functional classes.

13. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

14. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic details of methods in java.
Q1)Which of these data type can be used for a method having a return statement in it? a) void b) int c) float d) both int and float

15. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q.2) What is the output of following program
class equality {
int x;
int y;
boolean isequal(){
return(x == y); }
class Output {
public static void main(String args[]) {
equality obj = new equality();
obj.x = 5;
obj.y = 5;
System.out.println(obj.isequal);
a) false b) true c) 0 d) 1

16. In-class Activity Design -2
What Student will do?
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.

17. In-class Activity Design -2
TPS Strategy – What Instructor does
A car has a car has a certain mileage and a certain amount of fuel in gas tank and the initial fuel level is 0. Simulate driving car a certain distance reducing a fuel amount in gasoline tank. Also find a way to get current amount of fuel in tank and also fill the required amount of gasoline to full the tank. Ensure that you takes car mileage into account for doing this.
Car
mileage:double
amountOf Fuel:double
FuelCapacity:double
Void addGas(double amount)
Void drive(double distance)
Double getFuelLevel()

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (7 minutes)
Instruction: Analyze the given problem statement and with the help of class diagram write a method to test whether you can drive the given distance or not and also return current amount of fuel and fill the fuel in tank by ensuring maximum capacity. Remember car is having its own mileage.

19. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Instruction of formulas:
Emptyspace=fuelcapacity-amountoffuel
amounoffuel=amountoffuel+amount
Fuelneeded=distance/mileage

20. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~10 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 solution In the share phase again the different algorithms are sought.

21. In-class Activity Design -2
Justify why the above is an active learning strategy
For individual voting students have to think on the question on their own, so No Copy –Paste.
In case if any one is wrong , they are getting answers immediately
Also the teachers instructions are related to one question students can concentrate on it.
The Think-Pair-Share will ensure the exact problem solving approach as the activity is engaging the students .