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

2. A.M.Abirami Assistant Professor, Department of Information Technology,
Thiagarajar College of Engineering, Madurai
7 years industry experience, 8 years in academics
IDP in Educational Technology, IIT Bombay

3. A.M.Abirami Circular Queue Data Structures and Algorithms
Information Technology
III semester UG students of B.Tech IT
Thiagarajar College of Engineering, Madurai
IDP in Educational Technology, IIT Bombay

4. 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,
Explain Circular Queue ADT operations (Understand)
Differentiate linear and circular queue (Understand)
Use Circular Queue operations for any type of data (Apply)
Key Concept(s) to be covered:
Definition of Circular Queue
Overflow/Underflow condition of Circular Queue
Insert and delete operations of Circular Queue
IDP in Educational Technology, IIT Bombay

5. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Creative – Common License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Linear Queue implementation (Recap)
Video
1 mts
Circular Queue implementation
11 mts
TOTAL DURATION
12 mts
IDP in Educational Technology, IIT Bombay

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 Circular Queue ADT operations
Insert the following items 14, 10, 11, 12, 15, 18, 21
into Circular Queue Q of size 5. When Q is full, delete the elements of Q one by one. When Q becomes empty, insert the items which are not inserted earlier (if any).
Illustrate the status of Queue when each element is inserted/deleted into/from Q.
10 mts
Watch Video 1 animation and solve the given problem
IDP in Educational Technology, IIT Bombay

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Differentiate linear and circular queue
Imagine the content of queue Q1 is as shown. What would be the contents of Q2 (size 4) after the following code is executed
Q1:
Q2 = createQueue();
loop (not empty Q1 )
x = deQueue(Q1);
enQueue(x, Q2);
if (x is even)
deQueue(Q2,x);
end if
end loop
10 mts
Watch video 2 and then answer.
Do this problem by assuming Q2 as linear queue
Repeat the same problem by assuming Q2 as Circular Queue
IDP in Educational Technology, IIT Bombay

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Use Circular Queue operations for any type of data
Assume the circular queue Q contains mix of integers (+ve and –ve numbers). Split Q such that Q contains only positive numbers and another circular queue Q1 contains only negative numbers.
20 mts
Watch Video 3 and then write pseudo code for the procedure to solve this problem
Total Activity duration 40 minutes
IDP in Educational Technology, IIT Bombay

9. In-class Activity Design -1
Learning Objective(s) of In-Class Activity:
At the end of the class, students will be able to
Solve real-life scenario problems using Circular Queue ADT (Analyze)
Implement Circular Queue or Circular list operations (Analyze )
Key Concept(s) to be covered:
Applications of Circular Queue and Circular List
Implementation of Circular Queue and Circular List
IDP in Educational Technology, IIT Bombay

10. 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
IDP in Educational Technology, IIT Bombay

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the given question at the start of the class and provide summary of basic Queue and Circular Queue operations.
Question 1:
Imagine the content of queue Q1 is as shown. Let the size of Q2 be 4. What would be the contents of Q2 after the following code is executed. Find whether all possible elements are inserted into Q2.
Q1: Q2=createQueue();
loop (not empty Q1)
x = deQueue(Q1);
if (x is even and divisible by 3)
enQueue (Q2, x);
end if
end loop
IDP in Educational Technology, IIT Bombay

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Question 2:
Let the size of Circular Queue Q be 4. The following elements need to be inserted into Q, if they are of even numbers. Find whether all elements are inserted into Circular Queue. If not, identify elements which are not inserted into Q.
IDP in Educational Technology, IIT Bombay

13. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For the given question they identify the elements of Queue individually
Then they will discuss with peers and come to consensus
Listen to instructors explanation
IDP in Educational Technology, IIT Bombay

14. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise:
N People numbered 1 to N are sitting in a circle. Starting at person 1, a ball is passed. After M passes, the person holding the ball is eliminated, the circle closes ranks, and the game continues with the person who was sitting after the eliminated person picking up the ball. The last remaining person wins. Solve this problem using the appropriate data structure and its operations by selecting N=5, M=1 (or N=6, M=2) and determine the winner and the order of eliminated people.
IDP in Educational Technology, IIT Bombay

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~3 minutes)
Instruction: Recall the data structure and its operations that we have learnt so far (like stack, queue, circular queue, circular list, etc). Select the value of N and M such that your value and your neighbor’s value is different.
Think individually and identify (i) suitable data structure (ii) necessary operations (iii) and appropriate procedure to solve this problem
IDP in Educational Technology, IIT Bombay

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and check whether
- circular list is selected for solving this problem
- circular list ADT is used in the right way
- the final answer is correct for the N and M value selected
Agree on the final approach
While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing.
IDP in Educational Technology, IIT Bombay

17. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~7 minutes)
Instructor asks two groups (N=5, M=1 and N=6, M=2) to share their answer with class by drawing the scenario in the black board and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution.
Instructor also elaborates how Circular Queue concept is used in Round Robin scheduling algorithm used in Operating Systems.
In the next iteration of TPS,
in the Think Phase we ask students to write pseduo code for Circular list operations
in the pair phase we ask students to compare the answers
in the share phase, one group can share their answer in the blackboard along with drawing
IDP in Educational Technology, IIT Bombay

18. In-class Activity Design -2
Justify why the above is an active learning strategy
Critical thinking capability of students is induced in the class while
solving the real world problem.
Enable their higher order thinking
Peer assessment enable their problem solving skills
Peer discussion, Summary of topic and feedback on learning
ensures ‘Active Learning’ by everyone.
IDP in Educational Technology, IIT Bombay