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Flipped Classroom Activity Constructor - Using Existing Content
Flipped Classroom Activity Constructor - Using Existing Content
SECTION SLIDE #
ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING
AFFILIATION (UNIVERSITY/COLLEGE)
BOOLEAN EXPRESSIONS
DIGITAL CIRCUITS
EXAMPLE
IDP in Educational Technology, IIT Bombay 6
Out-of-class Segment
This section helps you design the Out-of-Class segment of
Flipped Classroom Strategy.
Please note that Repository List is not exclusive and there are many more in the web. Please check this
link from Edutopia for more information.
• 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 Learning@ scale conference (pp. 41-50). ACM.
• Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia
instruction. American Psychologist, 63(8), 760-769.
** It is recommended that total duration of activity and video should not be greater than
one lecture duration.
IDP in Educational Technology, IIT Bombay 17
Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
Simplify Q. Simplify the expressions Watch V1 and
expression 1) (A+A’).B then answer Q1
using 2) A.((B+C’).(A+B+C)) Watch V2 and
Boolean 3) ((A+B)’.B).((A’+B’)+(A+B)’) 10 minutes then answer Q2
Identities 4) ((A+(A+B)’).(B+A)’)+B Watch V3 and
then answer Q3,
Q4
EXAMPLE
IDP in Educational Technology, IIT Bombay 18
Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
Explain Q1.Using Proof by Perfect
DeMorgan’s Induction, prove DeMorgan’s
theorem Theorem for 3 inputs. Watch V4 and
using Truth Q2. Explain using DeMorgan’s 10 minutes then answer Q1
Tables and theorem, how we can convert and Q2
Logic Circuits AND-OR Logic to NAND only or
NOR only Logic?
EXAMPLE
IDP in Educational Technology, IIT Bombay 19
Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
Simplify logic Q. Simplify given logic circuit
circuits using Submit answers to
Boolean all questions 3
10 minutes
Identities hours before
coming to class.
EXAMPLE
IDP in Educational Technology, IIT Bombay 26
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
IDP in Educational Technology, IIT Bombay 27
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
IDP in Educational Technology, IIT Bombay 28
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
IDP in Educational Technology, IIT Bombay 29
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
H4
T1 H H3
S4 S3
1
T4 T3
T2 H2
S2 EXAMPLE
IDP in Educational Technology, IIT Bombay 30
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
IDP in Educational Technology, IIT Bombay 31
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
IDP in Educational Technology, IIT Bombay 32
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
IDP in Educational Technology, IIT Bombay 33
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
IDP in Educational Technology, IIT Bombay 34