Teachers Training on

Enhanced Continuing Professional Development (ECPD) Cohort-44

College Education Development Project (CEDP)

University of Nottingham Malaysia (UNM)

PLC PROJECT REPORT

On

Enhancing Student’s Engagement in Class through Flipped Classroom

SUBMITTED BY:

Md. Saydur Rahman (ID-TT2023/044/0001)

Mohammad Mashiur Rahman (ID-TT2023/044/0002)

Abdullah Al Kauser (ID-TT2023/044/0003)

Rana Das (ID-TT2023/044/0004)

Md. Hashem Ali (ID-TT2023/044/0005)

SUBMITTED TO:

Centre for Academic Partnerships and Engagement (CAPE)

University of Nottingham Malayasia

DATE OF SUBMISSION: 2nd September 2023

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 Acknowledgements
W

e must give appreciation to the Almighty for providing us the fortitude and poise to complete the
assignment in the allotted time. We thank National University in Bangladesh's College Education
Development Project (CEDP) and the University of Nottingham in Malaysia's Centre for Academic
Partnerships & Engagement (CAPE) for giving us the chance to join the Teachers Training (Enhanced
Continuing Professional Development) cohort-44. College projects are a crucial component of the
Teachers Training program run by the University of Nottingham Malaysia's Centre for Academic
Partnerships & Engagement (CAPE). The project report depicts the actual project scenario. By
participating in and observing the daily activities of the chosen topic, "Enhancing student engagement
by Flipped Classroom," a trainee can get practical knowledge during the allotted time. We would like
to express our sincere gratitude and appreciation to Assistant Professor Dr. Suria Selasih Angit,
Assistant Professor Dr. Simranjeet Kaur judge, MTA Sherajum Munera and MTA Md. Abdul Hye for
their guidance and instruction in helping us prepare this report.

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 Table of Contents

Sl No. Title Page No.

01 Introduction 03

02 Setting Up the PLC Team 06

03 The Instructional Issue 07

04 Instructional Intervention 09

05 Implementing the Intervention 11

06 The Effectiveness of the intervention 13

07 Limitations & Recommendations 18

08 Summary of the PLC project 19

09 Appendices 20

10 References 30

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1.0 INTRODUCTION

Context of the Project

n our colleges, the environment for teaching and learning has been fraught with issues. A common
issue among them is the absence of student involvement in the classroom. Our staff is looking for a
solution to those alleged issues. So, in order to identify the most useful instruments, we read some
study publications. We discovered that the flipped classroom approach might be useful in this context.
Our literature review provided some useful information for overcoming the challenges. Through the
use of the flipped classroom, students can learn more thoroughly by actively participating in
discussions, Q&A sessions, demonstrations, peer tutoring and feedback sessions, and role acting.
(Estriegana, 2017; Cummins, 2016). "The flipped classroom model has a positive effect of increasing
students' achievement."(2018) (D.A. Sirakaya. We decided to implement this strategy in our
respective department across five colleges (Madaripur Government College, Madaripur, Ghior
Government College, Manikganj, Tongi Government College, Gazipur, Sir Ashutosh Government
College, Chattogram, & Abdulpur Government College, Natore) because it is clear that flipping the
classroom is effective for involving students in the classroom and has a positive impact on increasing
their academic achievement. Since it is a novel idea for all departments, a PLC is required to address
all challenges.

Information about respective colleges:

Madaripur Govt. College

Madaripur Govt. College was founded in

1948 and nationalized in 1984. It is located at
Madaripur Town. There are five multistoried
buildings. The institution offers HSC, Degree
Pass courses, honours in 14 departments,
master’s in 14 departments under the National
University, Bangladesh. Total number of
students of this college is about 12000.

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 Ghior Govt. College

Ghior Govt. College is located at Ghior upazila under

Manikganj district. This college was founded in 1967
and national ized in 1985. There are three academic
buildings and administrative building. Two academic
buildings are 4 storied and one is six storied building.
The college offers HSC course under Dhaka
Education Board and Degree pass course (BA, BSS
& BBS), Honor’s in 6 departments under National
University, Bangladesh respectively. Total number of students of this college is about 3000.

Tongi Government College

Tongi Government College is located at

Tongi under Gazipur district. This college
was founded in 1972 and nationalized in
1988. The land area of this college is 7.75
acre. There are four academic buildings
here. The college offers HSC course and
Degree pass courses (BA, BSS & BSc),
Honour’s in 13 departments and Masters in
11 departments under Dhaka Education Board and National University, Bangladesh respectively. This
is one of the prominent government college of Bangladesh which is situated very near to Dhaka. Total
number of students of this college is about 19383. The authority of this college provides necessary
supports to the teachers so that they could perform their best for their pupils.

Sir Ashutosh Government College

Sir Ashutosh College established in 1939. The

college is in the village of Kanungopara of
Boalkhali upazilla, Chittagong. The college
was visited by some familiar persons across
the world. The early 1940s were time of
Second World War, the effect of which had its
mark in the college too as some places of
Chittagong city was heavily bombarded.
Along with that famine of 1943 took a huge
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toll in the lives of the locality. Now the college has two academic buildings of old architectural
characteristics but these buildings are not in good condition. The college needs new academic
buildings and the college has been suffering from teacher crisis. At present it has 6000 students. The
academic buildings, playgrounds, ponds, the hostels have classic architectural honor.

Abdulpur Government College

Abdulpur Govt. College is located at Lalpur upazila under Natore district. This college was founded
in 1968 and nationalized in 1985. The land
area of this college is 10 acre. There are three
academic buildings with two storied and one
six storied under constructed buildings here.
The college offers HSC course and Degree
pass courses (BA, BSS & BSc), Honor’s in 8
departments under Rajshahi Education Board
and National University Bangladesh
respectively. Total number of students of this
college is about 3300. Though this college is
in rural areas, the authority of this college provides necessary supports to the teachers so that they
could perform their best for their pupils.

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2.0 SETTING UP THE PLC TEAM
M

embers of a cross-curricular team will come from several topic areas. Such a team will probably
concentrate on common educational concerns or issues that each member faces. Cross-curricular
instruction, or instruction that purposefully integrates numerous academic subjects at once, is a
successful strategy for teaching students transferrable problem-solving abilities, giving schoolwork a
purpose in the real world, and boosting engagement and rigor.

We made the decision to create a cross-curricular team PLC to address the alleged issues. We
attempted to add more coworkers to our PLC but were unable. Therefore, we made the decision to
form a cross-curricular team PLC with 5 members from Group 1A. The three pillars of a PLC are a
focus on learning, a focus on cooperation, and a focus on results. We wish to develop these pillars in
order to develop targeted, doable, and motivating intervention techniques for transforming our
colleges into settings where all students learn at high levels.

Sl Member’s Name Designation & Institution Discipline

Associate Professor
1 Md. Saydur Rahman Bangla
Madaripur Govt. College, Madaripur
Mohmmad Mashiur Associate Professor
2 Accounting
Rahman Ghior Govt. College, Manikgonj
Assistant Professor
3 Abdullah Al Kauser Islamic Studies
Tongi Govt. College, Gazipur
Lecturer
4 Rana Das Zoology
Sir Ashutosh Govt. College, Chattogram
Assistant Professor, Geography &
5 Md. Hashem Ali
Abdulpur Govt. College,Natore Environment

Reactions from colleagues and new learnings:

Our department's head and principal Sir provided us with the assistance we needed. They encourage
us to use this novel approach and are anxious to learn how the flipped classroom will turn out. The
journey was wonderful to us. Only Group 1A was interested in working collaboratively at the outset
of PLC formation, but by the end of the journey, many of them had grown to like us and had
expressed interest in doing so in the future.

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3.0 THE INSTRUCTIONAL ISSUES
A

n instructional issue is a challenge or a roadblock that prevents pupils from successfully completing a
certain learning objective. Motivational, cognitive, or even logistical difficulties can arise during
instruction.

Sources of data to choose the instructional issues:

To identify the instructional issue, PLCs of all five (5) colleges has collected data
from the following sources-

➢ The performance on in-course (Mid-term) under the respective department

➢ The class response experiences of PLC members

➢ Student’s class engagement & attendance records, and

➢ Interview performance of students.

The reasons for choosing these issues:

We discovered that academic achievement and student involvement in the classroom are both lacking
in our colleges. According to their attendance and engagement statistics from prior exams, students
typically only attend and participate in class 20% of the time. They pay little attention in class, present
poorly, are reluctant to voice their opinions, and lack creativity. Academic achievement among
students is utterly unacceptable. About 80% of pupils scored lower than 40% on the in-course exam.
In contrast, 80% of pupils scored below a 3.0 GPA (out of 4) on the final exam.

Table 1: Overall scenario of students’ class engagement and academic performance of

respective colleges.
Exam Performance Comments
In-course exam Only 20% Students got about 40% marks.
(15 marks) About 80% students got below 40% marks.
Final exam Only 10% of students got GPA 3.0 to 3.25 (out of 4) All data are the
(80 marks) rest 90% got below GPA 3.0 (out of 4). average of all 5
Attendance & colleges.
engagement Only 20% students attend in the class on average (Collected
(05 marks) manually)
Inattentive to the class, weak in presentation, shyness
Others
to express their views, and weak in creative thinking.

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Every college affiliated with the National University of Bangladesh experiences something similar to
this. In more than 2000 colleges, it has 20 lakh students. Nearly 60% of students are still enrolled in
the first-year honours programme, and as they advance through the years, that number drops to 10%
or even 5%. The presence diminishes so much in the third and last years that it cannot even be
mentioned (Masum Billah, 2011). As soon as they are admitted to the honours level, students stop
attending courses and immediately begin working on their studies, businesses, coaching centres, and
joint ventures.

About 66% of students who graduate from colleges connected to the National University do not find
employment due to a lack of technical skills and inadequate topic knowledge. As a result, National
University faces a significant challenge in becoming a true centre for teaching and learning by
undertaking research and graduating high-caliber students who are prepared for the challenges of the
21st century without adding to the burden of an already severely unemployed nation. We will
overcome the obstacle using a blended approach like the flipped classroom paradigm.

Summary for pre-intervention data:

PLC members believed that the primary issue with our students was a lack of academic performance
or learning outcomes in light of the aforementioned circumstances. It could occur because traditional
teaching methods lack enjoyment and have ineffective evaluation procedures. As a result, all five
PLCs resolved to work on solving these problems. We believed that by implementing a student-
centered teaching technique, such as the flipped classroom, the engagement of the class would
increase when participation among students will rise and they'll be inspired to perform better on
subsequent exams.

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4.0 THE INSTRUCTIONAL INTERVENTION

Intervention that applied:

he team addressed the problems using the flipped classroom paradigm. The FC model is based on
various methodological approaches that have been used in university instruction since the 1990s and
that promote student preparation before classes, including team-based learning, peer instruction, and
just-in-time teaching, in which the teacher electronically distributes the information to the class. This
enables more class time to be allocated to formative evaluation and active learning. The flipped
classroom has good effects on many aspects of the educational process, according to recent studies.
First, FC boosts kids' motivation and participation in extracurricular and school activities. Second, it
enhances general recall and knowledge of the subjects taught, which enhances performance and
lowers the failure rate. Third, it enhances the growth of competencies and abilities, and fourth, it
raises the level of pleasure among students and teachers who use it.

Literature related to this intervention:

The term "flipped classroom" refers to a pedagogical approach that inverts the traditional classroom
structure by having students first learn from online resources before engaging in peer learning or
small-group work in the classroom (Ahmed, 2016; Prevalla & Uzunboylu, 2019). Through active
participation in a variety of activities such as discussions, debates, clicker questions, Question and
Answer, demonstrations, simulations, peer tutoring and feedback, and role playing, students can learn
more deeply through flipped learning (Cummins, Beresford, & Rice, 2016; Estriegana-Valdehita,
Plata, & Medina-Merodio, 2017). Through collaborative group projects and greater engagement
between students and lecturers, this reflective and active learning strategy can support and enhance
undergraduate learning (Sivapalan, Clifford, & Speight, 2016). In a flipped classroom, activities take
place outside of the actual classroom, and students make use of class time for active learning
techniques including problem solving and group discussions with the lecturer present (Jamaludin &
Osman, 2014). As a result, pupils have a self-directed learning process and are independent. The
classroom environment actually encourages critical thinking, self-learning, building experiences,
communication skills, and cooperation among students rather than allowing for inattention, isolation
from other students, or absence. Videos can significantly increase student knowledge when used as an
instructional technique to meet a variety of learning objectives and abilities (Kay & Kletskin, 2012).
According to results from an online game-based problem-solving activity, students' attitudes towards
learning, enthusiasm in learning, and level of technological acceptance all greatly increased
(Dominguez et al., 2013).

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Additionally, the flipped classroom model gives students the chance to engage with educational
materials earlier and more consistently, enhancing their readiness to apply their understanding to in-
class activities (Alfredo Prieto & José Barbarroja, 2020). As a result, students who completed their
prior work more thoroughly performed better on the FC.

Steps of implementing the intervention in 5 colleges:

The intervention method involved five instructors. Every instructor used the same intervention
strategy. Participants were selected from first-year graduate students with honours in five departments
across five distinct government colleges in Bangladesh. Using purposive sampling, we selected 30
students from each department (15 experimental, 15 control). The control group used conventional
teaching techniques, while the experimental group used the flipped classroom style. Therefore, there
were 75 persons in the experimental group overall and 75 in the control group. That was anticipated;
each instructor will enrol in four classes within his department. Because of this, there were a total of
20 flipped classrooms and 20 standard classes.

Steps of implementing Interventional strategic plan flowchart

For the purpose of the

intervention, the five teachers
employed a smartphone,
computer, multimedia
projector, internet connection,
printer, etc. Instructions and
learning resources (articles,
video links) were made
available through each department's Facebook group. If required, the instructor gave printed copies of
the documents. The essential Web 2.0 tool training was given to the students. The instructor must
have hands-on experience with Web 2.0 tools and have completed training in the Flipped Classroom
Model. In this sense, my team was assured. The move from lower order skills to higher order skills
(application, analysis, and evaluation), as well as the students' academic achievement, are all things
we hope it will assure. According to the lesson plan, there are three stages to the tasks that students
complete: before class, during class, and after class. For the experimental group using the flipped
classroom model, students were given access to online learning materials such as articles and videos
for pre-class activities. They were also encouraged to participate in group activities such as think-pair-
share exercises and kahoot games. The use of assignments, quizzes, and interviews to evaluate
learning results.

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5.0 IMPLEMENTING THE INTERVENTION
T

he intervention method involved the five professors. The participants were graduate first-year honours
students from five different government colleges in Bangladesh, representing five departments. Using
purposive sampling, we selected 30 students from each department (15 experimental, 15 control). The
control group, which consisted of 15 students, received traditional instruction while the experimental
group received instruction using the flipped classroom style. The accompanying (appendix) contains
the timetable for the PLC in the college project.

Students in the experimental group received online learning materials such articles, videos, brochures,
and handouts as part of the lesson plan for the flipped classroom approach (see appendix). The
experimental group received several interventions throughout the class session, including kahoot
games, padlets, group discussions, think pair and share activities, poster presentations, quiz tests,
teachers' aid, etc. (see appendix).

Each teacher created a test consisting of 5 MCQ/short answer questions addressing their own
curriculum after teaching four classes in four weeks on a single chapter. They also conducted
interviews and assigned assignments in which both the control and experimental groups participated
(see appendices). For the formative and summative evaluation of the assignments, class participation,
quizzes, etc., the instructors created rubrics. The academic level of the participants was assessed by
the instructors to determine their enhanced learning outcomes.

The instructors received feedback on student participation as well as their attendance history. For the
experimental group, student opinions regarding the flipped classroom were also gathered using a
Google form and a Five Point Likert scale with five items. A higher score indicates a stronger
relationship; the scale will range from 1 to 5. Following data collection, data were examined using the
quantitative and qualitative methods in MS Excel and SPSS software.

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Challenges we faced:

We faced some potential challenges and risks during the implementation of the
intervention;

1. Adopt students with web 2.0 tools

2. Ensure students presence in class

3. Device and Internet Issues

Mitigate with Challenges:

1. Provide basic training on web 2.0 tools to the students

2. Students were motivated to join the class regularly

3. Those who have no device, learning materials and responses were given/taken
in printed form or with shared devices.

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6.0 THE EFFECTIVENESS OF THE INTERVENTION

articipants in the intervention underwent some assessment processes at the conclusion of its
implementation, including completing MCQs, a face-to-face interview, and submitting an assignment.
Additionally, the level of participation in class and attendance were noted.

We assigned 10 points for the assignment, 5 points for participation in class and 5 points for the
interview. Academic performance was determined by the participant's overall score in each section.

Finally, members of the experimental group provided feedback on the flipped classroom strategy
model using a google form. All colleges adhere to the same protocol, thus we combined the
information from each institution and used SPSS to examine it. Here the project's results are discussed
below.

Some common observations on students’ performance after implementing

Flipped Classroom: They were willing to participate, share ideas, peer tutoring in
classroom
ü Informative, imaginative, constructive, be able to use update data, involve
personal opinion in the answer scripts or assignment
ü In interview they were Confident, quick responsive, be able to answer from
memory, given data from different sources.
ü Handy on using web 2.0 tools.

Comparison between Flipped Classroom & Traditional Classroom Interventions:

Table: Comparison between FC & TC intervention in terms of MCQ, Class

engagement,
Assignment, Interview & Academic Performance for 5 colleges

Intervention MC Class Assignmen Intervie Academic N

s Q Engagemen t w Performanc
t e
FC Mean 4.57 4.57 7.48 4.17 20.80 75

TC Mean 2.85 2.97 5.24 2.91 13.97 75

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Total Mean 3.71 3.77 6.36 3.54 17.39 15
0

Findings shows that, flipped classroom strategy model creates significant difference
on MCQ test, class engagement, assignment, interview and academic performance of
the students.

Flipped Class vs Traditi onal Class

8 7.48
7

6
5.24
5 4.57 4.57
4.17
4
2.85 2.97 2.91
3

0
MCQ Class Engagement Assignment Interview

Flipped Class Traditional Class

Effect of the flipped classroom on Class Engagement:

Table: Overall Mean Difference of Interventions on Class Engagement for 5 colleges

Levels of Interventions Mean Std. Deviation N

Flipped Classroom Strategy (FC) 4.57 .57 75

Traditional Classroom Strategy (TC) 2.97 .82 75

Total 3.77 1.06 150

F1, 148 = 191.24, Adjusted R2 = .562; ( p < .05)

Results demonstrate that the flipped classroom method model significantly improves students'
participation in class. According to the updated R 2, the FC model's impact on student involvement
will be roughly 56%. As a result, our model accurately predicted the impact of FC on the
experimental group's students' participation in class.

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Effect of the flipped classroom on Academic Performance:

Table: Overall Mean Difference of Intervention on Academic Performance for 5

colleges

Levels of Interventions Mean Std. Deviation N

Flipped Classroom Strategy (FC) 20.80 1.83 75

Traditional Classroom Strategy (TC) 13.97 2.56 75

Total 17.39 4.08 150

F1, 148 = 351.45, Adjusted R2 = .702; ( p < .05) The results demonstrate that the
flipped classroom strategy model significantly improves students' academic
achievement. According to the updated R2, we may assume that the FC model will
have a 70% impact on academic success. Therefore, our model accurately anticipated
the impact of FC on the experimental group's pupils' academic performance.

Level of Interventions

Traditional Classroom Strategy

(TC)
12%
Flipped Classroom Strategy (FC)
Traditional Classroom Strategy
(TC)

Flipped Classroom Strategy (FC)

88%

Students’ Opinion about Flipped Classroom:

Students were asked to score their level of agreement with several claims made about the flipped
classroom teaching method. In the graph charts included in appendix-8, the survey's results are
displayed. Here, statement no. 2 received great support from 44% of students. The "flipped
classroom" encouraged active participation from the student.

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The majority of students—about 83%—strongly agreed with the following statement: "The flipped
classroom is more effective than the traditional lecture method." Therefore, all students either strongly
agreed or agreed that the flipped classroom teaching technique had a favourable effect on their
learning.

Strongly Strongly
Sl Statements Disagree Neutral Agree
Disagree Agree

0 Flipped Classroom is
8% 0% 8% 48% 36%
1 enjoyable to me

The flipped classroom

0
motivated me to
2
participate in classroom 8% 1.3% 16% 30.7%
44%
activities
actively

0 The flipped classroom

3 helps me to share ideas
6.7% 2.7% 25.3% 36% 29.3%
and explore my
knowledge

0 The flipped classroom

4 is very helpful to
5.3% 4% 14.7% 42.7% 33.3%
enhance my IT &
Presentation skills

0 The flipped classroom

5 is more effective than

8% 1.3% 2.7% 5.3%
traditional lecture 82.7%
method

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 students opinion about fl ipped classroom
90 82.7

80
70
60
48
50 44 42.7
36 36
40 33.3
30.7 29.3
25.3
30
16 14.7
20
8 8 8 6.7 8
5.3 4 5.3
10 1.3 2.7 1.32.7
0
0
e e y s TC
m m el ill
to to ctiv sk an
e e a n th
bl bl es a tio ve
oya oya iti nt cti
en
j
en
j tiv es
e e
i s is a c
pr eff
e
C) FC om nd or
(F ro it
a m
om ss y is
s ro cla m FC
as in ce
Cl at
e
han
d ip
pe c en
lip rti lt
o
F pa fu
to e lp
e
m yh
te ver
ti va i s
o FC
m
FC

Strongly Disagree Disagree Nutral Agree Strongly Agree

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7.0 Limitations & Recommendations

imitations and recommendations are as following-

Limitations:

ü Shortage of Multimedia Classrooms

ü Egoism among colleagues
ü Colleague’s Fondness of traditional teaching system

Recommendations:

ü Ensure pedagogical training for all the college teachers of Bangladesh.

ü Teachers should be motivated to establish up-to-date teaching learning techniques.
ü Government should take necessary steps to remove the shortage of
Multimedia Classrooms
ü Ensure High speed internet and devices for both teachers and students.

ü Cooperation among colleagues must be developed

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8.0 Summary of the PLC project

his PLC project allowed us the opportunity to explore new methods for enhancing class participation.
This PLC project was beneficial to our pupils. It made us more capable leaders in the classroom and
effective learners. In the future, we will be able to handle any obligation with ease.

From our PLC of in college project we found that,

• Flipped Classroom Model has positive impact on Students Engagement

(56%) and Academic Performance (70%)
• About 44% students strongly agreed that, FC motivate me to participate in
classroom activities actively.
• About 83% students strongly agreed that FC is more effective than TC.

• This evidence is supported by previous related Researches (Cummins,2016;

Estriegana,2017; D.A. Sirakaya, 2018.

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9.0 Appendices
A
ppendices are as following-

Appendix-1: Time schedule for PLC in college project

Time schedule

Date date Days to complete Action

19 May 2023 0 Submission of the project proposal

25 May 2023 6 PLC setting

31 May 2023 6 Writing introduction, developing survey tools for
measuring attitude and conducting pre-test

30 June 2023 30 Conducting class using flipped classroom for

experimental and traditional classroom for control

05 July 2023 5 Preparing instrument for post-test, holding post-test

15 July 2023 10 Data collection, tabulation, continuation of writing report

25 July 2023 10 Data analysis

05 Aug 2023 11 First drafting

20 Aug 2023 15 Discussion and preparing for presentation

22 Aug 2023 2 Final Project Presentation

02 Sep 2023 10 Final Project Report Submission

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Appendix-2: Study materials for before class activity as a part of applying
flipped classroom model

Appendix-3: Developed lesson plan as a part of applying flipped classroom

model

Flipped Lesson Plan for Class Honours (1st Year)

Group Members: 40

Subject: Zoology (invertebrate)

Topic: Locomotion of Hydra
Duration: 45 minutes

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Learning Outcomes:

Before Class Work

Before class student learning resources:
 Locomotion of Hydra (YouTube link)
 https://www.zoologytalks.com/hydrostatic-movement/
 https://www.notesonzoology.com/marine-animals/locomotion-in-hydra-with-diagrams-marine-
animals/1881
Before class student learning activities:
 Highlight key points about their unique locomotion mechanisms.
 Go through the reading materials (Web link).
 Take notes and prepare questions for discussion.

In Class Work
Timing Activity
0—10 minutes Divide students into five groups for discussions and problem-solving activities
related to Hydra's locomotion.
Group A(1-8), B(9-16), C(17-24), D(25-32), E(33-40)
11—20 minutes Group members share their findings and observations.
Each group have two minutes.
21—30 minutes Encourage critical thinking by asking questions about the advantages of Hydra's
locomotion strategy.
31—45 minutes Students design a hypothetical experiment to study Hydra's locomotion in different
environments.

After Class Work

Question-answer:
https://classroom.google.com/c/NjE2ODk5NzIyMjE1/sa/NjE2OTA5OTcyODI2/details
https://classroom.google.com/c/NjE2ODk5NzIyMjE1/sa/NjE2OTA4ODUxMDUz/details
https://classroom.google.com/c/NjE2ODk5NzIyMjE1/sa/NjE2OTA3NTE0NzYz/details
Assignment:
https://classroom.google.com/w/NjE2ODk5NzIyMjE1/tc/NjE2OTA5ODQyNTMx

Google Classroom Link: https://classroom.google.com/c/NjE2ODk5NzIyMjE1?

cjc=bttj5h7

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Flipped Learning Lesson Plan

Prepared By: Md. Hashem Ali, Assistant Professor(Geography & Environment)

Subject Name: Physical Geography
Topic : Mountains and its classifications
Subject code: 125
Subject Teacher: Cohort-44, Group 1A, (SL NO. 5)
Subject Credit: 4
Date: 20-07-2023
Time: (12-01pm) 1 hour
Number of 55
Students

Learning Outcomes
Before Class: Students will get some concepts regarding Mountains and its
classifications
In-Class: Students will be able to classify, compare & draw out of different
mountains
After Class: Students will be able to present an assignment on Mountains

Before Class Work

 Text book study
 Mountains and its classifications(YouTube link)
 Messenger group, google classroom
Before Class Students Learning Activities
 Go through the reading materials of the topic
 Drawing, Marking and highlighting key points of the topic
 Take notes and prepare Questionnaire for discussion

In-Classwork
Time Activities

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0-15 Minutes Divide students in to 5 groups (each group will contain 11 pupils) for
collaboration and problem solving activities related to the topic
16-30 Minutes Teacher will present slides on Mountains and Students will be asked to
think about the slide pictures and then share their ideas about mountains
with their groups & teacher. Some Group will be called to explain their
ideas to the teacher.
Teacher provides feedback
31-50 Minutes Teacher will provides handout on the topic to the Students. Students
work in groups and practice the text and complete a worksheet.
Teacher calls on 5 groups to share their work with the class.
51-60 Minutes Assessing Performance
Enhancing retention
Teacher gives overall feedback.

After Class Work

Students will submit an assignment on Mountains, classification and their characteristics
within two days by individual.

I will assess the students Group by following Rubrics

Formative Assessment & Rubrics

Total Marks: 10 Name of the student/Group:

Criteria Weight Super Average Below Inferior Score

Average
Quality of 1 4 3 2 1
Information Information is Information Information Information --- x
(Total very clear, clear & mostly clear is less clear 1=
marks: 4) Classified Classified & classified & classified
relates with 5 relates with with 3 types with 2/1
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 types & its 4 types to to the topic type relates
characteristics the topic to the topic
to the topic

Drawing 0.5 Reflection is Reflection is Reflection is Reflection is --- x

Relevance very relevant relevant mostly less 0.5=
Picture and vivid with with 4 types relevant relevant
(Total 5 types with 3 types with 2-1
marks: 2) types

Observation 1 Shown strong Shown Shown Shown less --- x

of cooperation & moderate minimum cooperation 1=
Cooperation sharing of cooperation cooperation & sharing of
& Practice Ideas among & sharing of & sharing of Ideas
(Total each & every Ideas Ideas among each
marks: 4) members among among very other
maximum few
members members

Flipped Lesson Plan for Honour’s 1st year

Group Member: 40

Subject Principle of Accounting

Topic Accounting Equation
Duration 45 Minutes
Learing Outcomes:

Before Classwork
Before class student learning recources:
 Accounting Equation(Youtube Link)
 https://www.youtube.com/watch?v=OYql7Y9NnBg

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  https://www.youtube.com/watch?v=uYIc3QRdXr8

Before class student learning resources:

 Define transaction through accounting equation.
 Go through the reading materials(Web link).
 Take notes and prepare questions for discussion.

In Class work
Timing Activity
0-5 minutes Divide students into five groups for discussions and problem-solving
activities related to accounting equation.
Group A(1-8), B(9-16), C(17-24), D(25-32), E(33-40)
6-15 minutes Group members share their findings and observations.
Each group has two minutes.
16-25 minutes Encourage critical thinking by asking questions about accounting
equation.
25-45 minutes Student design a practical experiance to study accounting equation in
different environments.

After Classwork
Question-answer:
 Using messenger group and Whats app group

Assignments:
Poster paper presentation within next weak.

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Appendix-4: In class activity conduction of flipped classroom model

Appendix-5: In class activity (think pair and share)

Appendix-6: In class activity (Small group discussion & Poster Presentation)

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Appendix-7: Uses of Web 2.0 tools (Kahoot, Poll everywhere)

Appendix-8: Some photos about training journey

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