1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. 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.

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

4. 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

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

6. 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

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

8. 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

9. 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

10. 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

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

12. 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

13. 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

14. 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

15. 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’)

16. 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.

17. 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

18. 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

19. 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.

20. 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

21. 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)