FLIPPED CLASSROOM ACTIVITY - 1

1. FLIPPED CLASSROOM ACTIVITY - 1 Team No : 836 from RC1153 Dr. R.D.Padmavathy (Team Leader) Dr. Yeasmin Sultana Dr. Anjuman Borah Dr. Reshma Tiwari Flipped Class Room Constructor by RDP is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

2. Table of Contents

3. About Me Basic Information I am Dr.R.D.Padmavathy Assistant Professor Department of Education Tezpur University(Central) Assam • My topic for Flipped classroom activity is • “Emergence of Psychology as a separate Subject”.

4. Dr.R.D.Padmavathy Learning Theories Educational Psychology Psychology First year M.A & B.Ed students Tezpur University

5. Learning Objective(s) of Out-of-Class Activity Out-of-class Activity Design-1 Key Concept(s) to be covered • At the end of the class, student will be able to • Explain the basic concept and emergence of learning theories (Understand Level) • Explain understanding about different perspectives of learning theories (Understand Level) • Explain the insight about the contribution of different learning theories (Apply Level) • Learning Theories • Different learning theories - Behaviourism, Cognitivism, Humanism, etc.

6. Out-of-class Activity Design - 2 https://drive.google.com/open?id=0B5UzypVj9J3LQlgwUnBxeUZnZVk https://drive.google.com/open?id=0B5UzypVj9J3LTEFFalgwV1NuZ1E Video Source URL 1: Video Source URL 2: https://drive.google.com/open?id=0B5UzypVj9J3LTk52NF9xN0VEVjA Video Source URL 3: https://drive.google.com/open?id=0B5UzypVj9J3LVHlXMzhZTkUtOGc https://drive.google.com/open?id=0B5UzypVj9J3LRVlEeXk4dG5fRXc Video Source URL 4: Video Source URL 5: Creative Commons Attribution license (reuse allowed) CC-BY-SA License of Video Mapping Concept to Video Source 41 min Note: All videos are less than 10 minutes TOTAL DURATION

7. Designing Assessments In order to encourage students participation in the out of class activity, I have provided 3 assessments carries seven questions along with the video resources. I have linked the submission with in continuous comprehensive evaluation Test 3 activity assignment marks and the attendance credit in practical class duration. Aligned to the learning objectives, for assessment purpose lower cognitive levels questions (recall – apply) are given to check their understanding about the concepts. I have declared assessment quiz should be submitted before 2 hours to the in-class-activity. Reason is before the in-class-activity, I want evaluate their assessments to understand the level of my students, based on that I will adopt or change my teaching strategies.

8. Out-of-class Activity Design – 3(1) • Aligning Assessment with Learning Objective – 1, based on the description provided in the video 1 I have declared assessment quiz should be submit before 2 hours to the in-class-activity.

9. Out-of-class Activity Design - 3(2) • Aligning Assessment with Learning Objective – 2, based on the description provided in the video 2 I have declared assessment quiz should be submit before 2 hours to the in-class-activity.

10. Out-of-class Activity Design - 3(3) • Aligning Assessment with Learning Objective -3, based on the description provided in the video 3 I have declared assessment quiz should be submit before 2 hours to the in-class-activity. • 30 minutes • Total activity duration

11. About In-Class Segment In-class segment for effective learning, I planned to conduct “students engagement active learning strategies” Because in active learning students have their own space to think and reflect their views with equal peers, which encourages them to go beyond the traditional thinking boxes. They can come with new prescribed execution procedures workable in reality. Students are encouraged to think, share, reflect and express their views. The activity which I planned for execution encourage the higher-order thinking (Analyze-Evaluate-Create) among students. At the same time students get feedback for their work from their peers. So he/she will understand what other stack holders feels about his/her work. At the end of the activity, I provide summary that connects Out-of-Class theoretical concepts with In-Class practical activities to make the learning effective among learners.

12. In-class Activity Design -1 Learning Objective(s) of In-Class Activity Key Concept(s) to be covered • At the end of the class, student will be able to • Demonstrate familiarity about the origins of different schools of psychology and then summarize the significant impact and weaknesses of this perspective. (Analyse Level) • Reflect on the implement different perspectives of a psychology in shaping human behaviour (Analyze Level) • Appreciates and examine the contribution of different schools of psychology (Evaluate Level) • Critically evaluate the different perspectives of psychology and apply their knowledge to classify the methodologies adopted in their professional setting (Evaluate Level) • Educational Psychology - Historical Development • Different Schools of Psychology - Behaviourism, Cognitivism, Humanism, etc.

13. In-class Activity Design -2 Active Learning activities that I plan to do Think - Pair-Share- Strategy & Peer Instruction • Explain the strategy by giving details of What Teacher will do? – Refer Slide 14-20 What Student will do? – Refer Slide 14-20 • Justify why the above is an active learning strategy • All the perspectives of Psychologist believes when students learn more through activity. I felt in both PI and TPS strategies, teachers become a facilitator as said by Carl Roger’s, they provide space for students to come up with their own ideas and go beyond mere listening and execution of prescribed steps to handle the situation. They have to perceive the things as whole which is a basic for higher order thinking and think deeply about the content, get familiarized in out-of-class activity enables them to come up with constructivist views which is the actual need of the present situation. The feedback provided by their peer discussion encourages them to think discuss the unknown content and get clear.

14. In-class Activity Design -2 Active Learning activities that I plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction TPS Strategy – What Instructor does : Step 1: Provide a premise : (~3 minutes) This topic is “ Learning theories and classroom Implications” for First year M.A & B.Ed (Education) students . I use the technique of think pair share for this topic. After discussing the basic concepts of schools and perspectives of Psychology-its needs and significance to students I placed the activity before them.

15. In-class Activity Design -2 TPS Strategy – What Instructor does : Step 2: Activity given by Instructor: (~4 minutes) “ You see a girl who is dull are feeling depressed after exam. You asked her why she is dull, she replied that though she study well for her exam she cannot perform well in exam”. What learning theories you will implement for practicing her and why? Step 3a: Think (~3 minutes) Step 3b:Instruction: 1. Think individually and identify the situation, which schools or perspectives of psychology the psychologist belongs to? Write the answer you feel correct in your class note book. Step 4a:Pair (~ 8 minutes) Step 4b:Instruction: 1.Now pair up and compare your answers with your pair. 2. Both agree on one final answer.

16. In-class Activity Design -2 TPS Strategy – What Instructor and student does According to the instructions, Students engage themselves actively in the discussion to share their views with pairs and exchange their ideas why, what and what made them to they think on that line and others views and why, what and what made them to they perceive in different or same way. Step 4c:Instructor Role While students are pairing and discussing, instructor goes to class all the rows to see and observe what they are doing. Answer relevant queries and encouraged students to talk to their pair, Instructor can able to see students hinting and also write down their answers about different perspectives and schools in the note book. Keep track of time and content.

17. In-class Activity Design -2 TPS Strategy – What Instructor does Step 5: Share (~15 minutes) Instructor asks a each pairs to share their answer with classmates and ask students to compare the answers with other pairs and identify whether there are different answers and views come up with. Step 6: After sharing is done with different views , the possibility/ applicable and non applicable views, opposed and supposed by students were discussed. Step 7: Finally after consolidate the different views from the students in share phase. As a facilitator, I gave feedback on the correct solution and how to find the correct schools in the applicable situation is explained to them. To conclude activity in class room, I listed all the workable points in the environment and made them aware of situations. Students found the discussion was very interesting and actively participate to support the views and oppose others ideas. After getting the right track, many students change their views.

18. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does- (3 min) Pose the two PI questions at the start of the class and provide summary of basic ideas about different schools and perspectives of Psychology. Q 1: A social scientist who characterizes his/her work as the study of the relationship between environmental events and the behavior they produce without regard for experience or consciousness. Which learning perspective he belongs to? Q 2: Which view of human nature is considered to be the most philosophical and the least scientific? I ask students to write the answers they feel correct individually in the flash cards to instructor side(only instructor can view) and it should not known to others.

19. In-class Activity Design -2 What students does - (10 min) Asper instruction, they wrote the answer in the flash cards and shows before the instructor. Then they kept the card on the reverse side in the table and start discussion with peers. If both the peers have the same answers, they start why they choose the school and what grounds made them to rejected other schools of thoughts. Through the discussion, they recall and retain what they learnt out side class activity and heard the same from peers and clear the doubts, if any, they have from their peers. Finally, as a instructor I list and explain all the schools of psychology and perspectives. Students with enrichment of ideas and confidence about the concept they asked instructor to pose the next questions for this nature for enlightens and get mastery over the subject matter.

20. In-class Activity Design -2 Justify why the above is an active learning strategy All the perspectives of psychology believes when students learn more through activity. I felt in both PI and TPS strategies, teachers become a facilitator as said by Carl Roger’s, they provide space for students to come up with their own ideas and go beyond mere listening and execution of prescribed steps to handle the situation. They have to perceive the things as whole which is a basic for higher order thinking and think deeply about the content, get familiarized in out-of-class activity enables them to come up with constructivist views which is the actual need of the present situation. The feedback provided by their peer discussion encourages them to think discuss the unknown content and get clear.

21. EVALUATION I wish to know whether my Flipped class room strategies of In-class- activity and out-class activity helps my students to achieve my learning objectives and provides the outcomes For that I conduct an online Quiz of Pre-test and Post –test in nature, I found that the activities helped my students to retain the concepts clearly for long days.

22. COMMUNITY BUILDING I have contacted my near by two college principals and get permission talked with the faculty working in the same education field. Among them for five assistant professors, I teach the concept of gnomio, open education resource creation, flipped class room, peer instruction in the workshop mode and also explain about sharing of materials from both the sides for the benefit of the students. We plan to have consecutive meetings for further improvement and collaborative work I have also explained to many of friends and colleagues working in the same field about the course material preparation and sharing. I am in a process of building a community.

23. THANK YOU