prepared for IIT Bombay Online MOOC Course on 'Group Discussion'

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FLIPPED CLASSROOM ACTIVITY
CONSTRUCTOR – USING EXISTING CONTENT

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 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

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Table of Contents
SECTION SLIDE #
ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

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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

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C PRIYA
GROUP DISCUSSION – Do’s and Don’ts)
SPEECH COMMUNICATION
PSYCHOMO
TOR
First Year Students
Periyar Maniammai Institute of Science and
Technology, Thanjavur

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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.

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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)

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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

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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

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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.

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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.

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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

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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

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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

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

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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