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 15 23 ABOUT YOU 5
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 15
EVALUATION 23
COMMUNITY BUILDING

4. About you
Provide basic information about yourself and the topic in which you want to design a flipped classroom.

5. Dr. Satish Vishwambar Lakde
Articles
Communication Skills
Grammar
1st Year U.G. Students of General Engineering
Walchand Institute of Technology, Solapur University

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
At the end of watching the videos student should be able to:
Use definite article ‘the’ correctly in the given sentences (Apply Level)
Use indefinite articles ‘a’ and ‘an’ correctly in the given sentences (Apply Level)
Key Concept(s) to be covered
Definite Article- the
Indefinite Article- a
Indefinite Article - an

9. Guidelines for Video Selection - 2
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 and give instructions to pause.(E.g. Pause at 4:30 sec)
Select videos that have both text and audio narration.This will help
in assimilation of content easier[2].
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.
Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8),

10. 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)
Definite Article- the
V1 - 0:00 – 5.43
5.43
Indefinite Article- a
V2 - 5:46 – 9.12
3.34
Exercise: Article: a, an, the
V3 - 9:13 – 12.07
2.53
TOTAL DURATION
12.07 min

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.

12. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Use definite article ‘the’ correctly in given sentences
Fill in the blanks using ‘the’
I met __man who told us a story
I want __ pen which you gave me.
__sky is blue.
__ sun is a star.
__ Taj Mahal is a beautiful monument.
10 min
Watch V 1 & V3 to answer Q 1,2,3,4,5

13. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Use indefinite articles ‘a’ and ‘an’ correctly in given sentences
Fill in the blanks using ‘a’ and ‘an’
I want __ umbrella.
We saw ___ men.
I ate ___egg.
I bought____pen.
My husband is __university professor.
10 min
Watch V 2 & V3 to answer Q 1,2,4,5
Total activity duration: 20 min

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

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.

16. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Produce correct grammatical sentences by using definite article ‘the’ in day-
to-day communication (Create level)
Produce grammatically correct sentences by using indefinite articles ‘a’ and ‘an’
in real time communication (Create level)
Key Concept(s) to be covered
Use of definite article for producing grammatically correct sentences in real
context
Usage of indefinite articles in real time communication

17. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Filling in the blanks with right articles for real time sentences using:
Think - Pair - Share
Explain the strategy by giving details of
Concept clarification using.
Peer Instruction

18. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Poses the following two PI questions at the start of the class and provides summary of basic concepts of definite and indefinite Articles.
Q 1: When is the definite article the used before a noun in a sentence?
When reference to the Noun in the sentence is definite.
Used with singular as well as plural Nouns
Used with Nouns beginning Vowel and Consonant sounds

19. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Which of the following sentences are correct in terms of article usage?
Raj ate a apple.
My husband is an university professor.
I bought an orange.
I saw the elephant which we saw in the circus.

20. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question Students will first vote individually.
Then they will discuss with peers about the solutions and come to consensus.
Listen to instructors explanation.

21. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide real time problem solving activity
Complete the following sentences using appropriate articles if required.
1.    My niece is …………………. university teacher.
3.    ………. Gold is a costly metal.
4.    Mount Everest is ……… highest peak in the world.
5.    My students were late by …….. Hour..
6.    My mom bought …….. apples from the market.
7.    Dr. A.P.J. Abdul Kalam was ……. honest man.
8.    I saw …….. elephant in the jungle.
9.    We met ………… soldier in the canteen.
10.   I ate …….. orange.

22. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Teacher asks the students to think individually and fill in the blanks with right articles if required, on their own.

23. 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.

24. 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 how right use of articles play a major role in producing correct grammatical sentences.
In the next iteration of TPS, in the Think Phase, instructor asks students to construct 5 sentences using definite and indefinite articles individually.
In the pair phase instructor ask students to compare the sentences with each other for
answers.
In the share phase again the different answers are sought and instructor provides
explanation for the correct and incorrect sentences .

25. 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 taking down notes and execution of prescribed steps.
They are required to think deeply about the content and concepts they were familiarized in out-of-class and do higher order thinking like Analyze-Evaluate-Create.
Students get feedback on their work, either from peers or instructor.