The document provides guidance for teachers on designing flipped classroom activities using existing educational content. It discusses key aspects of out-of-class and in-class activity design for a flipped classroom approach. For the out-of-class segment, it recommends identifying learning objectives and key concepts, locating relevant open educational resources for students, and designing assessments aligned to the learning objectives. For the in-class segment, it suggests engaging students in active learning strategies like think-pair-share and peer instruction that involve higher-order thinking and feedback. Examples are provided for how to structure different parts of the flipped classroom activity design.
Authoring system of drill & practice elearning modules for hearing impaired s...ijcsit
Hearing Impaired (HI) persons need to keep on practicing and repeating their lessons as well as their exercises. Teaching methodology of HI students differ than normal students. HI students need to be involved in practicing more and more using their modes of visual communication like sign language to cover their audio disability. Teaching methodology of HI students recommends demonstration and repeating with slow presentations of instructional material. A teacher displays his lesson directly face to
face without visual noise. More reinforcement and encouragement to HI students , fun & enjoyment should
be strongly included in the e-lessons as well as continuous interaction between teacher and HI students. As
per previous factors the decision of researchers is to develop Drill & Practice (D&P) e-learning modules(eLMs) for selected topics like Mathematics. D&P eLMs of Mathematics for HI persons would be the case study of this research including Developing & Evaluating.
The authors selected D&P eLMs Because eLMs match the requirements and mechanism of teaching methodology for HI students.
The mechanism of developing eLMs is represented by Developing an Authoring System which allows teachers of HI persons to generate any eLM of any selected topic for HI students. Also they can generate multiple eLMs in the project.
The evaluating producer & tools for the experimental eLMs were view points of Experts through openQuestionnaire to list their evaluating comments. Besides view points of experts. There are experiments which were held in real environment of HI students to test the eLMs of D&P of Mathematics to get valuable feedback from them.
Authoring system of drill & practice elearning modules for hearing impaired s...ijcsit
Hearing Impaired (HI) persons need to keep on practicing and repeating their lessons as well as their exercises. Teaching methodology of HI students differ than normal students. HI students need to be involved in practicing more and more using their modes of visual communication like sign language to cover their audio disability. Teaching methodology of HI students recommends demonstration and repeating with slow presentations of instructional material. A teacher displays his lesson directly face to
face without visual noise. More reinforcement and encouragement to HI students , fun & enjoyment should
be strongly included in the e-lessons as well as continuous interaction between teacher and HI students. As
per previous factors the decision of researchers is to develop Drill & Practice (D&P) e-learning modules(eLMs) for selected topics like Mathematics. D&P eLMs of Mathematics for HI persons would be the case study of this research including Developing & Evaluating.
The authors selected D&P eLMs Because eLMs match the requirements and mechanism of teaching methodology for HI students.
The mechanism of developing eLMs is represented by Developing an Authoring System which allows teachers of HI persons to generate any eLM of any selected topic for HI students. Also they can generate multiple eLMs in the project.
The evaluating producer & tools for the experimental eLMs were view points of Experts through openQuestionnaire to list their evaluating comments. Besides view points of experts. There are experiments which were held in real environment of HI students to test the eLMs of D&P of Mathematics to get valuable feedback from them.
The effect of 3D video animation on BT2I studetns' motivation, comprehension and academic achievement in computer course in a private vocational institute in mount lebanon
The effect of 3D video animation on BT2I studetns' motivation, comprehension and academic achievement in computer course in a private vocational institute in mount lebanon
Exploration on Training Practice Ability in Digital Logic ExperimentIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
EXPLORATION ON TRAINING PRACTICE ABILITY IN DIGITAL LOGIC EXPERIMENTIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
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The poem is written to remember the unborn daughter as I have only one son... Always hope that daughters are the only souls who could understand the untold miseries of a mother. As a daughter I infer, but I am not blessed to own a daughter and have written this poem for the unborn angel of mine. Leaving the impression that my son will fill that gap...
Full article - A Parse on Status of Women in Tamilnadupriyamphil123
Research Article published with the responses of reviews given by public, students and staff for the questionairre asked about the differences between women, working women, and their balance in both profession and family
I have shared these 25 powerpoint templates for your immediate use. Kindly share them with your students and utilise them to enhance their presentation skills.
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The students of II - B. Tech (ECE), II - M. TECH NANOTECHNOLOGY (Integrated) had completed ONLINE MOOC COURSES under my Guidance. Fifty Nine Certificates are uploaded in this PDF File.
COMMON ERRORS IN ENGLISH is the most wanted topic to be learnt by students, staff, job seekers and public speakers. Kindly share this presentation to all of your friends.
'Framing Questions' is the grammar topic which is prepared to facilitate right from school studets to the employers who are not well-versed in framing questions.
Effective tools to enhance sustainable employabilitypriyamphil123
This presentation is prepared for job seekers and college students ad those who are struggling in their job. It will highly help them to know about the basic skills to have sustainable employability
This presentations is specially designed to facilitate the freshers and the professional bodies to make aware of application writing to stand out from the crowd.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. IDP in Educational Technology, IIT Bombay
FLIPPED CLASSROOM ACTIVITY
CONSTRUCTOR – USING EXISTING CONTENT
2. IDP in Educational Technology, IIT Bombay 2
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.
About this constructor
3. IDP in Educational Technology, IIT Bombay 3
Table of Contents
SECTION SLIDE #
ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING
4. IDP in Educational Technology, IIT Bombay 4
I am Mrs. C. PRIYA, working as an Assistant Professor in the Department of
English & Foreign Languages, Periyar Maniammai Institute of Science and
Technology, pursuing Ph.D. in English Language Teaching related with
incorporating ICT Tools. I have interest in guiding students to prepare
Professional Powerpoint Templates and use the technology and apps to
reduce documentation work of the teachers by reducing the paper usage
which leads to deforestation. I strongly believe that ICT Tools are to be
incorporated in teaching learning process without any capital investment by
individual or management.
About Me
5. IDP in Educational Technology, IIT Bombay 5
C PRIYA
GROUP DISCUSSION – Do’s and Don’ts)
SPEECH COMMUNICATION
PSYCHOMO
TOR
First Year Students
Periyar Maniammai Institute of Science and
Technology, Thanjavur
6. IDP in Educational Technology, IIT Bombay 6
Out-of-class Segment
This section helps you know about the basic etiquettes involved in
Group Discussion which are vital to face the face-to-face interview.
7. IDP in Educational Technology, IIT Bombay 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. IDP in Educational Technology, IIT Bombay 8
Out-of-class Activity Design -1
1. Identify the list of do’s and don’ts involved in
GD
2. Learn the useful sentence starters for GD
3. Enhance their Group Discussion skills etc.
Learning Objective(s) of Out-of-Class Activity: Students will be able to
1. Body Language
2. Appearance
3. Presentation
4. Knowledge on the Topic
Key Concept(s) to be covered
9. IDP in Educational Technology, IIT Bombay 9
Watch All The Videos
First check in National Repositories
• NPTEL Video:
• https://www.youtube.com/watch?v=JuBAXrPGiXg&t=104s
• https://www.youtube.com/watch?v=OgzIoTLFqOY
Second Look in International Repositories
• OER Commons:
• https://www.oercommons.org/courses/gd
• OCW Consortium
• https://www.saylor.org/site/wp-content/uploads/2013/06/Communication-in-the-
Real-World.pdf
10. IDP in Educational Technology, IIT Bombay 10
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.
11. IDP in Educational Technology, IIT Bombay 11
Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment
Strategy
Expected
duration
(in min)
Additional
Instructions (if
any)
Learning
Objective
Assessment
Strategy
20 minutes Instructions
Expected activity duration Twenty Minutes
** It is recommended that total duration of activity and video should not be greater than
one lecture duration.
12. IDP in Educational Technology, IIT Bombay 12
Out-of-class Activity Design - 3
Learning
Objective Assessment Strategy
Expected
Duration
(in min)
Additional
Instructions (if
any)
Simplify
expression
using
Boolean
Identities
Q. Simplify the expressions
1) (A+A’).B
2) A.((B+C’).(A+B+C))
3) ((A+B)’.B).((A’+B’)+(A+B)’)
4) ((A+(A+B)’).(B+A)’)+B
10 minutes
Watch V1 and
then answer Q1
Watch V2 and
then answer Q2
Watch V3 and
then answer Q3,
Q4
Aligning Assessment with Learning Objective
EXAMPLE
13. IDP in Educational Technology, IIT Bombay 13
Out-of-class Activity Design - 3
Learning
Objective Assessment Strategy
Expected
Duration
(in min)
Additional
Instructions (if
any)
Explain
DeMorgan’s
theorem
using Truth
Tables and
Logic Circuits
Q1.Using Proof by Perfect
Induction, prove DeMorgan’s
Theorem for 3 inputs.
Q2. Explain using DeMorgan’s
theorem, how we can convert
AND-OR Logic to NAND only or
NOR only Logic?
10 minutes
Watch V4 and
then answer Q1
and Q2
Aligning Assessment with Learning Objective
EXAMPLE
14. IDP in Educational Technology, IIT Bombay 14
Out-of-class Activity Design - 3
Learning
Objective Assessment Strategy
Expected
Duration
(in min)
Additional
Instructions (if
any)
Simplify logic
circuits using
Boolean
Identities
Q. Simplify given logic circuit
10 minutes
Submit answers to
all questions 3
hours before
coming to class.
Aligning Assessment with Learning Objective
EXAMPLETotal activity duration 30 minutes
15. IDP in Educational Technology, IIT Bombay 15
In-class Segment
This section helps you design the in-class segment of Flipped Classroom Strategy.
16. IDP in Educational Technology, IIT Bombay 16
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.
17. IDP in Educational Technology, IIT Bombay 17
In-class Activity Design -1
1. Identify the list of do’s and don’ts involved in GD
2. Learn the useful sentence starters for GD
3. Enhance their Group Discussion skills etc
Learning Objective(s) of In - Class Activity
1. Body Language
2. Appearance
3. Presentation
4. Knowledge on the Topic
Key Concept(s) to be covered
18. IDP in Educational Technology, IIT Bombay 18
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 involving simplification of Boolean expressions
(ANALYZE Level)
Implement logical expressions using Universal gates (NAND or NOR)
(ANALYZE Level)
Key Concept(s) to be covered
Use of Expression Simplification in Real World Problem Solving.
Implementation using Universal Gates.
EXAMPLE
19. IDP in Educational Technology, IIT Bombay 19
In-class Activity Design -2
Active Learning activity(ies) that you plan to do
1. Active Learning Strategy
Explain the strategy by giving details of
1. What Teacher will do?
2. What Student will do?
Justify why the above is an active learning strategy
1. Enter Justification Here
20. IDP in Educational Technology, IIT Bombay 20
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
EXAMPLE
21. IDP in Educational Technology, IIT Bombay 21
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
identities and expression simplification.
Q 1: What will happen to the output if one of the input to the logical AND gate is 1?
Output is always 1
Output is always 0
Output will be same as second input
Output will be complement of second input.
EXAMPLE
22. IDP in Educational Technology, IIT Bombay 22
In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q 2: Which of the Boolean expressions correctly represent a 3-input OR (A+B+C)?
(A.B)’. C’
A’. B’. C’
(A.B.C)’
(A’. B’. C’)’
EXAMPLE
23. IDP in Educational Technology, IIT Bombay 23
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.
EXAMPLE
24. IDP in Educational Technology, IIT Bombay 24
In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Four sensor circuits S1, S2, S3 and S4, located at four different directions of an agricultural land, are
used to communicate weather information about excess Humidity and temperature to a central
station located at a distant agricultural university. The circuits give a high output if the value of
temperature and humidity exceeds prescribed limit in a 4 second cycle – i.e. first S1, then S3, then S2
and finally S4. The central station needs to know which area gave high output.
Assuming that each information is passed as digital signals through one digital circuit kept in the farm.
S1
T1 H
1
S2
T2 H2
S3
T3
H3
S4
T4
H4
EXAMPLE
25. IDP in Educational Technology, IIT Bombay 25
In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Assuming that Temperature and Humidity of a station are two Boolean
variables Tn and Hn (where n is the station number) as given in the fig,
Think individually and identify the scenario (Boolean expression) in which a high output
will occur from an area.
EXAMPLE
26. IDP in Educational Technology, IIT Bombay 26
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 that two variables A and B, as shown in table, are used to select sensor
output based on time, develop a Boolean expression to combine time selection
and output selection.
i.e. A,B and output (T+H)
EXAMPLE
27. IDP in Educational Technology, IIT Bombay 27
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 minimizations using Boolean expressions play a major role in real life
applications, like Multiplexer.
In the next iteration of TPS, in the Think Phase we ask students to convert the Boolean
expression in the form of NAND only logic using DeMorgan’s Theorem and identities.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.
EXAMPLE
28. IDP in Educational Technology, IIT Bombay 28
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)
EXAMPLE