1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 5 8 16 17 ABOUT YOU 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 8
EVALUATION 16
COMMUNITY BUILDING 17

3. About you
I, Dr.Y.Vijayalata working as Professor and Head, Department of Information Technology at Gokaraju Rangaraju Institute of Engineering and Technology, Hyderabad. With more than 22 years of teaching experience and around 8 years of research experience, have more than 20 international and national publications. I am active IEEE volunteer at national and international level. I am the recipient of “Outstanding Branch Counsellor 2013” at IEEE R10 (Asia-Pacific). Also motivator for receiving “Exemplary Student Branch Award 2013” at IEEE R10. Also winner of “Outstanding WIE Student Branch 2016” at global IEEE. Recipient of “ Inspiring WIE member of the year 2017” at global WIE IEEE. Also chaired many conferences and congresses at IEEE. Motivator for the students to innovate or come up with new ideas.

4. Dr.Y.Vijayalata Control Flow Graph Software Testing Methodologies IT
IVth year Ist sem Students
Gokaraju Rangaraju Institute of Engineering and Technology(Autonomus)

5. Out-of-class Activity Design - 2
Main Video Source URL
Control Flow Graph
License of Video
Standard Youtube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
min)
(in
Control Flow Graph
v1 =0:00-3:10
3.10
Control Flow Graph vs Flow Chart
v2=3:10-4:00
1:00
Creation of control flow graph from a program
V3=4:00-8:25
4:25
Linked list notation of a control flow graph
V4=8:26-11:15
3:00
Total duration:11:15

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain about Control Flow Graph
Q. Explain how control flow grph implemented to a program
10 minutes
Watch V1,V2,V3 and then answer Q1

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain Control Flow Graph vs Flow graph
Explain the Control Flow graph vs Flow graph
10 minutes
Watch V3 and then answer Q2

8. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
To know what is control flow graph.
Implement Control Flow graph for a program .
Key Concept(s) to be covered
What is the difference between control flow graph vs flow graph.
Implementation CFG by taking an example program .

9. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the PI questions at the start of the class and provide summary of basic identities and expression simplification.
Explain what is control flow graph and how to implement CFG for a program.
INPUT X, Y
Z := X + Y
V := X - Y
IF Z >= 0 GOTO SAM
JOE: Z := Z + V
SAM: Z := Z - V
FOR N = 0 TO V
Z := Z - 1
NEXT N
END

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
By using above program solve following questions.
Q1.Explain Control flow graph by using the above program?
Q2.Draw the simplified flow graph from above program?

11. In-class Activity Design -2
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.

12. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Explain how the Control flow graph is created for a program?
INPUT X, Y
Z := X + Y
V := X - Y
IF Z >= 0 GOTO SAM
JOE: Z := Z + V
SAM: Z := Z - V
FOR N = 0 TO V
Z := Z - 1
NEXT N
END

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Find the test input that satisfies reachability but not infection in the mutant Think individually and identify the scenario program in which a high output will occur from an area.

14. 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.
Now assuming the program and draw a simplified flow graph .

15. In-class Activity Design -2
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 the correct solution and explain how the mutant get infected.
In the next iteration of TPS, in the Think Phase we ask students whether it is possible to reach mutant in line 4.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

16. 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)