1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. About this constructor
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.

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

4. About you
Hi, I am Swapnil Tambe, Lecturer in K. J. Somaiya Polytechnic, Mumbai and i would like to design a flipped classroom for the Topic LASER which is taught in the course Physics for the First Year Diploma students

5. AFFILIATION (POLYTECHNIC)
SWAPNIL TAMBE
TOPIC (LASERS)
COURSE (PHYSICS)
SCIENCE
DIPLOMA STUDENTS
AFFILIATION (POLYTECHNIC)

6. SWAPNIL TAMBE SCIENCE STIMULATED EMISSION POPULATION INVERSION SCIENCE
FIRST YEAR DIPLOMA STUDENTS
K J SOMAIYA POLYTECHNIC, MUMBAI
SCIENCE

7. Out-of-class Segment
This section helps you design the Out-of-Class segment of
Flipped Classroom Strategy.

8. 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)

9. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Students will be able to learn concept of Stimulated Emission, Population Inversion required for LASERS
Students will be able to explain the basic principle and conditions for working of LASER.
Students will be able to list the Properties Of LASER
Key Concept(s) to be covered
Stimulated Emission
Population Inversion

10. 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
Understand the concept of Stimulated Emission, Population Inversion required for LASERS (Understand Level)
List the properties of LASERS (Understand Level)
Differentiate between LASER and ordinary light by its proprties (Understand Level)
Key Concept(s) to be covered
Stimulated Emission.
Population Inversion.
Science

11. Guidelines for Video Selection - 1
First check in National Repositories
NPTEL Videos (
NPTEL Youtube Channel (
Second Look in International Repositories
OER Commons (
OCW Consortium (
Open Learing Initiative (

12. Guidelines for Video Selection - 1
Third Look in Internet Video Repositories (filter for Creative Commons License)
Youtube (
Vimeo (
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.

13. Guidelines for Video Selection - 2
Keep the length of video short (not more than10 minutes).This is because
it has been found that shorter videos are more engaging[1].
If the topic is too big for a single 10 min video, split the topic into
multiple videos and give instructions to pause.(E.g. Pause at 4:30 sec)
Select videos that have both text and audio narration.This will help
in assimilation of content easier[2].
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 scale conference (pp ). ACM.
Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8),

14. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
CONCEPT 1
0.00 – 11.10
11.10 M
TOTAL DURATION
11.10 M
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

15. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Stimulated Emission
V1 – 5:20 – 5:45
0.25
Population Inversion
V2 – 5:46 – 6:30
1:00
Working of LASERS
V3 - 6:31 – 8:35
2.04
EXAMPLE
TOTAL DURATION
11.10 min

16. 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.

17. 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
Instructions
Expected activity duration
30 minutes
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

18. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Stimulated Emission
Q1. What happens when the photon is incident on the excited state atom?
10 minutes
Watch V1 and then answer Q1
EXAMPLE

19. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Population Inversion
Q1.The atoms are always maximum in numbers in which state?.
Q2.Do we require more number of atoms in excited state for Stimulated Emission ?
10 minutes
Watch V2 and then answer Q1 and Q2
EXAMPLE

20. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Working of LASERS
Q. What are the conditions required for the light to be called LASER?
10 minutes
Watch V3 and answer
Submit answers to all questions 3 hours before coming to class.
EXAMPLE
Total activity duration
30 minutes

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

22. 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.

23. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
To understand the difference between Ordinary Light and LASERS
Key Concept(s) to be covered
Monochromatic, Coherent, Uni-Directional, Intense

24. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Differentiate between Ordinary Light and LASERS due to its characteristics (ANALYZE Level)
Key Concept(s) to be covered
Explaining Coherence, Phase, Wavelength concepts.
EXAMPLE

25. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Watch video made by me on Youtube :
Explain the strategy by giving details of
What Teacher will do?
Teacher will ask for doubts and solve them at that instant
What Student will do?
Students will take notes of the videos
Justify why the above is an active learning strategy
The student will be able to get his doubts solved at that instant.

26. 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

27. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class.
Q 1: What will happen if there are less number of atoms in excited state than the ground state?
There will be no stimulated emission
There will be stimulated emission. . 
Science

28. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: How is LASER different from ordinary Light?
Monochromatic
Coherent
Extremely Intense
Uni-Directional
All of the above
EXAMPLE

29. 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

30. In-class Activity Design -2
TPS Strategy – What Instructor does
The Teacher will draw diagram representing Ordinary Light, Monochromatic light and LASER light.
EXAMPLE

31. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: How are the three diagrams different from each other?
EXAMPLE

32. 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.
EXAMPLE

33. 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
Feedback: The waves having same wavelength are monochromatic and those which are also in phase are called as coherent.
LASER is having both monochromatic and coherent waves.
EXAMPLE

34. 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