1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR
IDP in Educational Technology – IIT Bombay

2. About this constructor
This activity constructor document is aimed at assisting teachers in designing Out-of-class segment of Flipped Classroom Activity in their own course by creating screencasts.
This constructor requires you to connect to the Out-of-Class activity with In-Class Activity.
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
IDP in Educational Technology, IIT Bombay

3. ABOUT YOU
Provide basic information about yourself and the topic in which you want to design a flipped classroom
IDP in Educational Technology, IIT Bombay

4. Shrishail Salgare Application of Integration
Engineering Mathematics-II
Mathematics
First Year Engineering Students
Sanjay Ghodawat Group of Institutions, Atigre (Maharashtra)
IDP in Educational Technology, IIT Bombay

5. OUT-OF-CLASS SEGMENT
This section helps you design the Out-of-Class segment of Flipped Classroom Strategy
NOTE: This is same as your Resource Creation Assignment - 2
IDP in Educational Technology, IIT Bombay

6. About Out-of-Class Segment
Meant mainly for Information-Transmission to student
Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply)
Out-of-Class activity should not be too lengthy (ideally think of 1 lecture being transferred outside)
IDP in Educational Technology, IIT Bombay

7. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity:
Enter Learning Objective(s) Here
At the end of watching the videos student should be able to,
Express given area in terms of integration (Apply Level)
Explain the methods to express the area in terms of integral(Understand Level)
Simplify and evaluate area by integration. (Apply Level)
Key Concept(s) to be covered:
Enter Key Concept(s) here
Evaluation of single integration
Evaluation of double integration
IDP in Educational Technology, IIT Bombay

8. Guidelines for Video Creation - 1
Keep the length of video short (not more than10 minutes). This is because it has been found that shorter videos are more engaging[1].
If the topic is too big for a single 10 min video, split the topic into multiple videos.
Ensure during screencasting that there is both text and audio narration. This will make assimilation of content easier.[2]
[1] Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on scale conference (pp ). ACM.
[2] Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8),
IDP in Educational Technology, IIT Bombay

9. Guidelines for Video Creation - 2
Use appropriate screencast software to create your screencast.
Watch this to get an idea of what the screencasts should contain. Note that each screencast has the following elements:
Audio Narration explaining the topic
Video of ppt slides/application and writing on slides/ focusing on application features (Either through writing, highlighting or mouse pointers)
IDP in Educational Technology, IIT Bombay

10. Out-of-class Activity Design - 2
Uploaded Video URL
License of Video
Creative-Commons Attributes
Duration of Screencast
6.04 min
* Ensure that you give a Creative-Commons License to the uploaded video
IDP in Educational Technology, IIT Bombay

11. 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.
IDP in Educational Technology, IIT Bombay

12. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Learner will be able to solve world problems related to area
Q1. What is the area of cylinder whose base height is 2 cm and radius 5cm, Also find the volume by revolving this area about X-axis?
5 min
Submit the solution at teachers desk before coming to class.
** It is recommended that total duration of activity and video should not be greater than one lecture duration
IDP in Educational Technology, IIT Bombay

13. Additional Slides for Out-of-Class Design
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Learner will be able to area by double integral.
Q2.find area for surface which is given in the form of ellipse x^2-y^2=1
5 min
Submit the solution at teachers desk before coming to class.
Expected activity duration
10 min
IDP in Educational Technology, IIT Bombay

14. In-Class Activity Design
This section helps you design the in-class segment of Flipped Classroom Strategy
IDP in Educational Technology, IIT Bombay

15. 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
IDP in Educational Technology, IIT Bombay

16. In-class Activity Design -1
Learning Objective(s) of In-Class Activity:
Students will be able to find area under the curve by single integral and area of solid by double integral.
Students will be able to evaluate volumes of using integration.
Key Concept(s) to be covered:
Single integration
Double integration
Word Problems
IDP in Educational Technology, IIT Bombay

17. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think: Evaluate simple definite integrals
Pair: Express the area in terms of integration with partner and evaluate
Share: Compare with the instructor answer
Explain the strategy by giving details of: (You may use additional slides that are provided for detailing)
Details of what teacher and student does is explained in the following slides
IDP in Educational Technology, IIT Bombay

18. Additional Slides for In-Class Activity Design
Peer Instruction
Duration : 10 min
Students have to understand how area can express inters of integral
Q: Which of the following about use to find area.
Area by single integral.
Area by double integral.
Area after changing the order of integration.
What Instructor does: Poses Question, Let students pair and discuss, see if misconception exists and finally summarizes
What student does: Vote for question, Discuss with neighbour, Come to consensus, Listens to summary by instructor
IDP in Educational Technology, IIT Bombay

19. Additional Slides for In-Class Activity Design
Team-Pair-Solo
Premise:[5 min]
Instructor presents the scenario:
Instructor consider different answers for given area and summarize the things accordingly
IDP in Educational Technology, IIT Bombay

20. Additional Slides for In-Class Activity Design
Team – Pair - Solo
Team Phase: [5 min]
As a team come up with all the different answers and finally by applying different method answer for given area is same.
Instructor: Poses questions, divides the students into Five teams of 6 members each, ensures cross-talk between students
Student: Writes the area in terms of integral and evaluate in notebook and discusses with team members about various possibilities.
IDP in Educational Technology, IIT Bombay

21. Additional Slides for In-Class Activity Design
Team – Pair - Solo
Pair Phase: [5 min]
Instructor:
Shows all the possible answers. Asks students to pair up and compare their answer with instructors solution. And then instructs them to solve it in a pair.
Student: Pairs within the team. Compares instructor’s solution with team’s solution. Proceeds to do substitution method and find the area , that they were already familiarized through out-of-class activities.
IDP in Educational Technology, IIT Bombay

22. Additional Slides for In-Class Activity Design
End of class summary and an extension
The TPS is then followed by a 10 minute summary and extension by the teacher, where the pros and cons are explained in detail and the unsuitability of this method for larger problems are explained.
The teacher then provides a demonstration of how a simple Tetris game made in Scratch helps students to check their proficiency in solving system of linear equations. Provides link of scratch website to students and asks them to explore existing scratch projects.
IDP in Educational Technology, IIT Bombay

23. Additional Slides for In-Class Activity Design
Justify why the above are active learning strategies
By using Peer Instruction, the misconceptions about the substitution method is elicited. many students usually feel that substitution method has less computation as we reduce the number of equations and variables by 1. However this is only true for simple systems of linear equation (2 variables).
Students think about the question posed and then discusses with each other which will elicit misconceptions that can then be addressed using teacher summary.
The power of Peer Instruction to address misconceptions have been reported in educational literature [Crouch & Mazur, 2001].
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9),
IDP in Educational Technology, IIT Bombay

24. Additional Slides for In-Class Activity Design
Justify why the above are active learning strategies
Team-Pair-Solo is a cooperative strategy that will help students to practice difficult tasks first as a group and then as an individual[Henry, Fraser & Virgo, 2014].
In the current example, the students solve a word problem in 3 variables in the Team-Pair phase. this is then followed by a Solo phase where they attempt the problem individually.
During all these students are going beyond mere listening or copying notes. They are actually involved in problem solving and collaboration with their peers.
HENRY, P. O., FRASER, J. C. C., & VIRGO, G. J. Effect of Cooperative Learning on the Performance and Attitude of Chemical Engineering Students in Mathematical Modelling at the University of Technology, Jamaica. Arts Science and Technology, 65.
IDP in Educational Technology, IIT Bombay

25. Additional Slides for In-Class Activity Design
Justify why the above are active learning strategies
Think-Pair-Share is an example of an active learning strategy that is found beneficial for open-ended problems or eliciting multiple views [Kothiyal, Murthy & Iyer, 2014].
In the current example, the students progressively realizes that a single substitution method can result in different number of calculations based on the variable that got substituted. And they also are forced to think into various advantages and limitations of this method in the share phase.
Kothiyal, A., Murthy, S., & Iyer, S. (2014, June). Think-pair-share in a large CS1 class: does learning really happen?. In Proceedings of the 2014 conference on Innovation & technology in computer science education (pp ). ACM.
IDP in Educational Technology, IIT Bombay

26. END OF CONSTRUCTOR
IDP in Educational Technology, IIT Bombay