1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR (FA)–OPERATORS IN C

2. About this constructor
->This FA helps in learning the difference between pre -increment and post increment operators in C programming language. ->This flipped activity constructor has Open Educational Resource(OER) licenced under Creative commons.

3. Table of Contents SECTION SLIDE # 4 5-8 9-18 ABOUT CONSTRUCTOR 2
ABOUT ME 4
OUT-OF-CLASS SEGMENT
5-8
IN-CLASS SEGMENT
9-18
JUSTIFICATION 19

4. Sumathi S TOPIC:Pre & post Increment Operators in C
COURSE:Basic Programming in C
DOMAIN:Computer Science & Engineering
TARGET AUDIENCE:I Year UG students in Computer Science
AFFILIATION (UNIVERSITY/COLLEGE):Anna University/University V.O.C College of Engg

5. Out-of-class Activity Design -1
Learning Objectives of Out-of-Class Activity
After watching the videos the student will be able to
1.Differentiate between pre & post-increment operator,pre & post decrement operator.(Understand)
2.Write a C program using pre-fix and post-fix operators (Apply)
Key Concepts to be covered
1.Various ways to increase and decrease a value of variable by 1.
2.Significance of ++ and - - usage before and after a variable.

6. Out-of-class Activity Design - 2
Video Sources- URL
License of Video
Creative Commons Attribution license (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
PRE FIX AND POST FIX OPERATORS IN C
V1 - 0:00 – 6:37
6.37
TOTAL DURATION
6.37 min

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
1.Differentiate between pre & post-increment operator,pre & post decrement operator.
The initial value of the variable w=0.What are the possible output when we use the below operators with printf statement in C
1)++w
2)w++
3)- -w
4)w--
5 minutes
1)Carefully watch the video and answer the question.
2) 5 marks in internal will be added if assessment submission done before coming to class.

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Write a C program using pre-fix and post-fix operators
Write a C program to show how ++ and - - are used
with expression.
10 minutes
1.Use all increment and decrement operators in a single C program.
2.Assessment will be considered as lecture hour and attendance will be given for those who submit it before coming to next class.
Total Activity Duration
15 minutes

9. In-class Activity Design -1
Learning Objectives of In - Class Activity
After the in-class activities students will be able
1.Identify the difference between the usage of pre-fix & post-fix operators.(++,--)(Analyse)
2.Able to write programs in C using ++ and - - for a specific application in real world.(Implement)
Key Concepts to be covered
Classification of increment and decrement operators.
How to use ++ and -- in C for efficient programming solving real-time problems.

10. In-class Activity Design -2
Active Learning activities that I planned to do
Peer instruction(PI)
Think-pair-Share(TPS)

11. In-class Activity Design -2
Active Learning activityies that I planned to do
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
At the beginning of the class the teacher posts 2 PI questions related to increment and decrement operators and explain in detail a clear picture of this concept.
Q 1: #include <stdio.h>
int main() {
int a = 9, b = 8;
if (a = 4)
b--;
printf("%d, %d", a, b--); }
Pick out the correct Output: a) a = 9, b = 7 b) a = 9, b = 6 c) a = 4, b = 7 d) a = 4, b = 6

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: #include <stdio.h>
int main() {
int p = 1;
int a= p++, b = ++p;
printf("%d % d\n", a, b);
return 0; }
Identify the correct Output:a)a=1 b=3
b)a=1 b=2
c) a=2 b=3
d)a=2 b=2

14. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each PI question students think individually and vote using clickers.
After voting students have discussion with their peers and come to a conclusion.
After discussion the students listen to the teachers explanation.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Design a chess game in C. Use the backtracking concept to move from starting point to the goal.Backtracking is nothing but to go back to something that was mentioned before. To implement this backtracking use the various increment and decrement operators.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instructions: 1.In the chess game assume the queen is somewhere far from the starting position.
2.Only single forward and backward movement allowed.
Individually think how can you design a C program for chess game with prefix and postfix operators for forward and backward movement to win the game.

17. In-class Activity Design -2
TPS Strategy – What Instructor does Pair (~5 minutes) Instructions: 1.The students are asked to form pairs and have a discussion among themselves to find whose program is efficent way to implement the concept. 2.The instructor goes around the class and check out pairs discussion to see what they are doing.

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
1.The instructor ask the pairs to share their C program (chess game with prefix and postfix operators)with other students in the class.
2.Check out whether there are different C code for chess game application.
3.The instructor gives out optimal C code with prefix and postfix operators that can be used for creating a chess game application.
In the next iteration in TPS,in think phase the students can be asked to think about movement of other coins in chess with ++ and -- operators.In pair phase compare the code.In share phase select the optimal code.

19. In-class Activity Design -2
Justification why the above is an active learning strategy
1.In both the above strategies, students go beyond mere listening and execution of prescribed steps.
2.Students are asked to think deeply about the content they were familiarized in out-of-class and do higher order thinking.
3.There is also feedback provided (either through peer discussion or instructor summary)