FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

About List processing using Python This activity constructor document is aimed at assisting teachers in designing Flipped Classroom Activity in Python This guide will deal with Open Education Resources (OER’s) or those licensed under Creative Commons.

Table of Contents SECTION SLIDE # ABOUT YOU 4 OUT-OF-CLASS SEGMENT 6 IN-CLASS SEGMENT 11

About you I am Mrs. Chhaya S. Gosavi Working as Assistant Professor in the Department of Computer Engineering at Cummins College of Engineering, Karvenagar, Pune. This Activity will highlights the functional programming features of a Python Language

Chhaya Gosavi List Processing using Python Programming Languages Computer Science Second Year Students (Comp and IT ) Savitribai Phule Pune University

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Understand the List and basic operations on the List(Understand Level) Understand List manipulation operations- Slicing and Sorting (Understand Level) Able to use list operation to write small programs (Apply Level At the end of this student should be able to Key Concept(s) to be covered List Slicing and Sorting Tuple Dictionary

Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/vLc6jL1oDSU License of Video Creative Commons Attribution license (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) List Operations V1 – 0 - 8.50 8.50 min Slicing and Sorting V2– 8.50 – 11.50 3.00 min Tuples V3 – 11.50 – 16.30 4.40 min Dictionary V4 – 16.30 – 23.10 6.40 min TOTAL DURATION 23.10 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) To understand basic List operations Create two lists – names and ages –Perform following operation on each list Count elements Indexing Append Reverse Insert 5 min Watch V1 and then solve these questions

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) To perform slicing and sorting on the lists and understand difference between lists, tuples and dictionary Q.1 Following operation on lists Different ways of Sorting Slicing Q.2 State the difference between Tuples and Lists Q.3 What are the uses of dictionary 15 min Watch V2 and then solve Q.1 Watch V3 and then solve Q.2 Watch V4 and then solve Q.3

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Apply list operation to design an algorithm Q. Write a program to count number of vowels (a, e, i, o, u) in the list. Also display count of each vowel. 20 minutes Submit all the assignment before coming to the class Total activity duration 40 min

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

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 different List Operations(ANALYZE Level) Implement a Python program to solve complex problems (ANALYZE Level) Key Concept(s) to be covered Use of various list operations in Real World Problem Solving. Implementation using Lists, Tuples and Dictionary operations in Python

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

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 1: Which list operation you will use to count number of words whose first letter is a part of that word e.g. Baboon Count Member Both 1 and 2 None of these

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: What is the output of following code >>> animals = [‘cat’, ‘dog’, ‘cow’, ‘horse’, 1,10,5,7,3] len(animals) Sort((animals(4:)) animals.insert(‘lion’) animals.append(‘tiger’)

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.

In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise We have a list of numbers. Divide it into two lists – one of even numbers and another of odd numbers

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assume that length of the List is n. Think individually and identify the condition to divide the list

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.

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

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)