FLIPPED CLASSROOM ACTIVITY – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY – USING EXISTING CONTENT Submitted by Dr. S. Chandran, Associate Professor, Department of Civil Engineering, Thiagarajar College of Engineering, Madurai -15. Tamil Nadu.

2. About Me Ph.D in Civil Engineering from Anna University, Chennai M.E. ( Irrigation water management) from Centre for Water Resources, Anna University, Chennai Teaching subjects in water Resources and Environmental engineering since July 2001. Topic:Cross Drainage Works

3. Dr. S. Chandran BASIC CONCEPTS OF CROSS DRAINAGE WORKS PURPOSE AND TYPES IRRIGATION AND WATER RESOURCES ENGINEERING III YEAR UG STUDENTS THIAGARAJAR COLLEGE OF ENGINEERING, MADURAI, TAMIL NADU, INDIA

4. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos students should be able to Understand the need for CDW Identify the various types of CDW proposed based on the field condition Select most suitable type of CDW for the particular site with advantages Key Concept(s) to be covered Purpose Types Advantages and disadvantages

5. Videos on group formation The basic concepts of group formation can be understood by the following videos which are available with Creative Commons license • https://www.youtube.com/watch?v=iBg8mNQ2voQ • https://www.youtube.com/watch?v=cOuZ1ewH70k • https://www.youtube.com/watch?v=FKT7ROYJGgU • https://www.youtube.com/watch?v=O-3jAQ5sd9g

6. Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=iBg8mNQ2voQ Creative Commons License License of Video Mapping Concept to Video Source TOTAL DURATION 6.29 Minutes

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

8. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration 30 Min

9. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, How to identify the needs of CDW ( Apply Level) Propose a suitable CDW with respect to the site condition (Analyze Level) Key Concept(s) to be covered Purpose Types Advantages and disadvantages

10. In-class Activity Design -2 • For identifying the site for CDW • Think-Pair-Share • Concept of identifying the sites with respect to Bed level , canal and drain • Peer Instruction Active Learning activity(ies) that you plan to do Explain the strategy by giving details of • What the teacher will do? • Peer Instruction - The teacher will ask multiple choice questions and ask the students to come out with answers • Think-Pair-Share – The teacher will pose the premise and questions to the students and ask them to think on the video shared and make pairs to discuss about it and finally ask the students to share their results • 2. What Student will do? • Peer Instruction – The students will individually vote and then discussion with peers will take place and finally, the instructor will provide a summary to come to a final conclusion. • Think-Pair-Share - Students will think, pair and share over the concept to answer the question posed by the teacher based on the video. During share session if a student could not apply the concept, peer instruction can be used for concept clarification. Also, teacher can finally provide a feedback to come to a conclusion. Justify why the above is an active learning strategy Information transfer happens outside the classroom Assimilation takes place inside the classroom by active students involvement

11. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and for identifying the site for CDW Q1. In an Irrigation system, a Canal and a drainage are crossing, What Irrigation structure will u propose ? • Diversion Head Works • Weir • Canal Escape • Cross Drainage Work ( CDW)

12. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 2: Based on which of the criteria you will choose the type of CDW for the particular site. • Bed level of canal • Bed level of drain • Discharge in the Canal and Drain • All the above

13. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. • In the given question, the students are asked to vote using either their fingers or by means of papers folded with options written over them. Then they will discuss with peers and come to consensus. • Peer discussion will be done based on their answers Listen to instructors explanation. • Finally, feedback from instructor on the answers discussed and presented will be a clarification to the students on the topic. • Summary • For Q1 – The answer is Option 4. Because, Cross Drainage Work is the suitable structure for the given conditions. • For Q2 – The answer is Option 4. Because, Bed level of both Drain and Canal with their discharge only we can decide the type of CDW.

14. In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise to identify the needs of CDW The faculty should give an idea of the need for providing a CDW in an Irrigation system. Faculty will explain the various components such as Diversion Head works, Reservoir and Dam in a system. Explanation will be given about the principle, alignment and design of a Canal and nature of a drainage which will give a clear idea about how a canal differs from a drainage. By understanding this along with discharge the students will understand the factors to be considered to select a CDW.

15. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that near your native place a canal is crossing a drainage, imagine the bed level of both and identify a suitable CDW. Think individually and identify the interested students to do the project in their domain area.

16. 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 that, the students were able to identify to form the group based on their interest of his/her domain / theme area of the department. Then they should be able to find their uses of formation group to do the research project in focused or specific area. Finally they will get more knowledge, skill and attitude on their focused or specific area by the formation of group.

17. 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 how classes and relationships among classes gives the complete solution in an Object Oriented manner. Summary by the Instructor The components of an Irrigation system along with its necessary and suitable location including types will beexplained. Then the scope and need of CDW and the types and its selection criteria will be discussed.

18. 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 at the end of each activity.

19. Thank You