So this is an example from two courses that I have taught.

So in a course on computer programming, where the topic was Arrays.

The pre-class activity that the students had to do was to watch a video that
defines an Array, what is an array,
so the video basically says that an array is nothing but a collection of elements
and this is the way to define an array in C++,
and then it shows C++ examples on using arrays.
So simple examples of how arrays can be declared in a program, and how they can be
used in a program.
So that is the pre-class activity which does the video that is very similar in idea
to the Khan academy video that we saw.
And then in-class activity were of two types.
One type was to give a worksheet which has problems or programs using arrays.
Now for some of these programs the program was given and the students had to
predict the output. okay.
So in some cases, there are three typical ways in which computer programming can be
encouraged.
So one is by asking students to predict the output of some program, in another case
is to asking students to debug a given program.
And in the third case is by asking them to write programs.
So what we did was to have students predict the output of some of these programs,
then debug other programs, and also insert missing code into the programs.
So what this worksheet actually did for the students
was that instead of simply knowing the topic of arrays in theory and having seen
some examples of arrays.
They now actually work with programs in the class
and wherever they got stuck, they could simply raise their hand and either a TA
or the instructor or one of their peers would be available in order to clarify the
point at which they were stuck.
So that was actually a good session for the students because they were actually
working with the content and not simply listening to the content.
The second in-class activity that we did was getting them to write Think-Pair-Share
activity to write a program to sort the array.
So for example, in the think phase all that the students had to do was to come up
with some pseudo code idea of how will I sort ten numbers.
Suppose ten numbers are given, what is a mechanism that I will use in order to sort
those ten numbers.
So those ten numbers are the array. Then in the pair phase, the students can go on
to work with the partner to write the C++ code for sorting their numbers.
And in the share phase, they can go on to looking at comparing their program with
the instructor's program to sort the array.
So that was the think-pair-share activity for this flipped classroom.
There is another example. This is an example from another course called
Communication Networks and the topic was IP Addressing. Okay.
So the topic of IP addressing once again is a topic which I used to find a little,
had a lot of information transmission unit.
So, the pre-class activity here was that they simply watched the video
that described the basic mechanism for assigning IP addresses in a network.
So the pre-class activity was simply watching the video, and all that the video
contained was that
there are different classes of IP address, there is a class A, there is a class B,
and there is a class C, and so on. Okay.
Now, subsequently when they came to class, they need not need to be described what
these
various types of IP addresses are, and so they could simply directly go on to peer
instruction questions on the IP address classes.
So you could give an IP address and ask them to identify whether it is a class A or
class B or class C
or you could ask them to write the how does the class A address look,
so questions of that sort could be dealt with in the classroom.
The second such activity that they could do was debate on the pros and cons of
hierarchical addressing.
So the way the internet addresses are setup is that a good way, is there a better
way
to do the addressing of computers was another debate that they could do.
And the third activity that they did in the classroom was to design solutions to
reduce the inefficient use of address space.
So some times the IP address space gets wasted because of one organization being
allotted more IP addresses than it actually requires,
and so the student themselves had to think of ways in which these inefficient use
of these address space can be reduced,
and then all that I had to do as the instructor was to point out that each of these
solutions that the students came up with were nothing but the names of
some of the efficiency increasing mechanisms that were already there in the
internet, okay,
and the details of those mechanisms then made the content for the next flipped
classroom.