FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR USING EXISTING CONTENT IDP

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT IDP in Educational Technology, IIT Bombay

Table of Contents SECTION SLIDE # ABOUT YOU 3 IN-CLASS SEGMENT 4 10 JUSTIFICATION 16 OUT-OF-CLASS SEGMENT IDP in Educational Technology, IIT Bombay 2

SINI RONSON FIRST ORDER ORDINARY DIFFERENTIAL EQUATIONS ENGINEERING MATHEMATICS-I FIRST YEAR B. TECH STUDENTS MIT ACADEMY OF ENGINEERING, ALANDI IDP in Educational Technology, IIT Bombay 3

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching these videos students should be able to • Reduce differential equations to variable separable form. (UNDERSTAND LEVEL) • Solve first order ordinary differential equations using variable separable method. (APPLY LEVEL) • Identify homogeneous functions and its degree. (UNDERSTAND LEVEL) • Solve Homogeneous differential equations. (APPLY LEVEL) Key Concept(s) to be covered 1. Variable Separable method 2. Reducible to variable separable method 3. Homogeneous differential equations IDP in Educational Technology, IIT Bombay 4

Out-of-class Activity Design - 2 https: //youtu. be/Kj. BBn. Phz 7 o 8 https: //youtu. be/ENyb 9 yy 5 W 8 E Standard You. Tube license Main Video Source URL License of Video Mapping Concept to Video Source CONCEPT Variable Separable DE Reducible to variable separable DE Homogeneous functions Homogeneous DE TOTAL DURATION VIDEO SEGMENT DURATION (in min) V 1 - 0: 22 – 7: 10 6: 48 V 2 - 0: 35 – 7: 21 7: 46 14: 34 IDP in Educational Technology, IIT Bombay 5

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Assessment Strategy Reduce differential equations to variable separable form Expected duration (in min) Additional Instruction s (if any) 10 mins Watch V 1 and then answer Q 1 IDP in Educational Technology, IIT Bombay 6

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Assessment Strategy Solve first order ordinary differential equations using variable separable method Expected duration (in min) Additional Instruction s (if any) 15 mins Watch V 1 and then answer Q 2 IDP in Educational Technology, IIT Bombay 7

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Assessment Strategy Identify homogeneous functions and its degree Expected Additional duration Instruction (in min) s (if any) 5 mins Watch V 2 and then answer Q 3 IDP in Educational Technology, IIT Bombay 8

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Assessment Strategy Solve Homogeneous differential equations Expected duration (in min) Additional Instruction s (if any) 10 mins Watch V 2 and then answer Q 4 Total expected duration for out class activity including videos : 54. 34 mins IDP in Educational Technology, IIT Bombay 9

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 world problems governed by variable separable equation. (ANALYZE) • Solve various real life phenomenon governed by homogeneous differential equation. (ANALYZE) Key Concept(s) to be covered 1. Application of first order ordinary differential equations in solving real world problems. 2. Methods to solve first order differential equations. IDP in Educational Technology, IIT Bombay 10

In-class Activity Design -2 Active Learning strategy planned: Applications of first order ordinary differential equations. Method used: Think-Pair-share. IDP in Educational Technology, IIT Bombay 11

In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 12

In-class Activity Design -2 TPS Activity Think (~3 minutes) Instruction: Assuming that temperature of the body decreases as time increases, students are asked to think individually and identify the law governing this situation. Also write down the differential equation governing the problem and also interpret the given conditions. IDP in Educational Technology, IIT Bombay 13

In-class Activity Design -2 TPS Activity – What Instructor does Pair (~6 minutes) Instruction: Now students are asked to pair up, compare their answers and agree upon one method to solve it. While students are pairing and discussing, instructor moves around in the class to see whether the students are engaged in a fruitful discussion. Now using the given conditions students are asked to use a suitable method (variable separable or reducible to variable separable method) to solve the obtained differential equation. IDP in Educational Technology, IIT Bombay 14

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~7 minutes) Instructor asks a group of students to share their solution with class and see whethere any contrary answers. After sharing is done, instructor gives feedback on the correct solution and explains the role of first order ordinary equations in real life. In the next iteration of TPS, in the Think Phase we ask students to real life application governed by homogeneous differential equation. In the pair phase we ask students to compare their solutions. In the share phase students were asked to sought different answers if obtained any. IDP in Educational Technology, IIT Bombay 15

In-class Activity Design -2 Justification: Why the above is an active learning strategy? In the above strategy, students are required to reflect deeply upon their understanding gained out - of - class, analyze the real life scenario and solve it using suitable method thereby ensuring critical thinking among the students. Most of the in class time is used for assimilation of the knowledge as students learn by doing it. IDP in Educational Technology, IIT Bombay 16