1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 5 8 16 17 ABOUT YOU 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 8
EVALUATION 16
COMMUNITY BUILDING 17

3. About you
I D.Dakshayani HimaBindu completed my M.Tech in Information Technology Stream and working as Assistant Professor in Gokaraju Rangaraju Institute of Engineering and Technology in IT department and handling various subjects of computers and also done certifications for java and oracle courses.

4. D.Dakshayani HimaBindu
Introduction to testing
Software Testing Methodologies IT
IVth year Ist sem Students
Gokaraju Rangaraju Institute of Engineering and Technology(Autonomus)

5. Out-of-class Activity Design - 2
Main Video Source URL
Introduction for testing
License of Video
Standard Youtube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
min)
(in
Testing
v1 =0:00-3:35
3.35
Purpose for testing
v2=3:36-13:29
9.20
Total duration:9:20

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain about Testing
Q. What testing does
10 minutes
Watch V1 and then answer Q1

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain purpose of testing
Explain various concepts of purpose for testing
10 minutes
Watch V2 and then answer Q2

8. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
To know what is testing.
Implement Software testing concept in a program .
Key Concept(s) to be covered
What is purpose of testing for a program.
Implementation of the testing .

9. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the PI questions at the start of the class and provide summary of basic identities and expression simplification.
Explain various concepts of purpose of testing .

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
By using above program solve following questions.
Q1.Explain the various goals for testing ?
Q2.Explain various phases of testing ?

11. 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.

12. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Explain about the various types of phases present in testing ?

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Find the test input that satisfies reachability but not infection in the mutant Think individually and identify the scenario program in which a high output will occur from an area.

14. 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 the program where u can apply the purpose of testing

15. 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 explain how the mutant get infected.
In the next iteration of TPS, in the Think Phase we ask students whether it is possible to reach mutant in line 4.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

16. 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)