You are on page 1of 10


IDD Analysis Worksheet
Points Description Notes

10/10 Introduction Good. You have a good start for your IDD intro, too.
28/30 Needs Assessment: Overall: great job. See a few comments.
Data, problem,
causes, solutions,

22/25 Learner Analysis: Good use of sources. If you are going to design for
Data, profile, entry two audiences, make sure to write about both of
requirements them, but especially about your primary audience.
Sometimes, prior knowledge gets in the way, too. If
they believe that their previous way of doing things
was adequate, that can be a barrier to learning a new
24/25 Context Analysis: Good.
data, numbers &
locations, work
9/10 APA, grammar, Good. See a few comments.
usage, MS Word
93/100 Overall, good job. You have an interesting issue here. I’m looking forward to
seeing the design of your lesson.
Filling out this worksheet should help you to organize your initial insights and analysis about
your Instructional Design Document (IDD) topic.
As you fill in information in response to the prompts in this worksheet, you will be working
toward creating your final IDD.
Note: For each section of this worksheet, be sure to refer to the IDD Outline, Section II,
subsections A, B, and C, for more information about what will be required in the final IDD.
Note: Except for the first table, and for any notes about information that does not apply to your
specific project, I’m expecting to see sentences and paragraphs.
Note: Be sure to turn in your worksheet in MS Word. This makes it about 10 times easier to
provide feedback on your assignment.

Brief Introductory Info
Provide information in this table to give the briefest idea about your topic.

Your Name Muhammad Umer Farooq

Your IDD Topic Challenges to Flipped/Open Architecture Approaches in
Urdu Classes at the DLI
Organization (Where the learning Defense Institute of Foreign Language, Monterey
solution will be implemented) California
Learners (Target Audience—it’s Primary audience is the Urdu language instructors who
possible that you’ll have both a are implementing newly designed Urdu curriculum.
primary audience and a secondary Secondary audience is the US military students who are
audience) studying Urdu language at DLI.

The Defense Language Institute (DLI) has been striving to achieve 2+/2+/2 ILR

proficiency levels in reading, listening and speaking skills to meet the language related security

needs of the US military in a constantly changing world. Previously, the standard for the military

students to graduate from the DLI was 2/2/1+ with slight exceptions to the speaking skills, as

some of the forces, such as the US army, required its soldiers to get at least 2 in speaking,

catering to the mission requirements since the army soldiers are deployed on the ground and are

required to interact with the local population on daily basis. One of the steps the DLI

management took in order to achieve the new standard of 2+/2+/2 was to lay out a

comprehensive plan, phasing out the implementation of the new standard over the five-year

period which also included critical changes to the language curricula, particularly in the 3rd

semester with increased focus on higher order thinking skills. Subsequently, I was the key

member of the Urdu curriculum team which was tasked to work with DLI Curriculum Support

Division to restructure Urdu 3rd semester course in line with the DLI-wide efforts to achieve this

new standard. Within the four to six months, we developed a new curriculum based on flipped

classroom and open architecture approaches. After three different classes of students took the

course during last one and a half year, we were not able to achieve the desired results, rather the

listening results dropped a little bit. Upon reading students’ comments and informal discussions

with the teachers, it turned out that the teachers never really accepted the new approach as they

had decided not to implement all the components of this course such as flipped part of the

homework assignments, scaffolding activities and the parts focusing on higher order thinking.

They believed if the students were able to translate the core content of each lesson with their

help, then the objective of a successful classroom/lesson was achieved.

Needs Assessment
Data Collection. Briefly describe how you collected data about your situation. Possible methods
include: interviews, observation, surveys, reviewing work products or reports. You may include
questions and raw data in an appendix.
Note: I’ve set up the paragraphs after the worksheet prompts to be in normal APA Style (1/2-
inch indent for the first line and double-spaced lines). This will make it easier for you to cut and
paste paragraphs into your final IDD document, which will be in APA Style. This also makes it
easier for your professor to read your document, so please do not alter the paragraph settings.
(Be kind to your professor.)

First Source
In order to address the issues that emerged during the implementation process of the

newly designed Urdu curriculum based on flipped and open architecture approaches in Urdu

school at the DLIFLC, I conducted interviews of the Urdu teachers and the military students

separately. The teaching team comprises of four teachers while there are six students at the

moment (students’ number at DLI always fluctuates depending on the needs of the US forces).

When asked whether the faculty understands the standards they are expected to meet in light of

the new and revised goal, all the teachers said they understand their role very well in achieving

2+/2+/2. They all agreed that the management has clearly spelled out the expectations of them

and they are doing their best to meet the new standards. Answering a question whether the

management has put the best teaching team together and made adequate materials and sources

available to them, almost every teacher in private said this is not the best team as his/her

colleague lack basic skills to work at this level. When asked whether they were given adequate

training to implement new curriculum, 80% of the teachers said they had a couple of orientation

sessions for the new curriculum through they believed there was nothing for them to learn. They

were also of the opinion that non-native management of the Urdu program doesn’t understand

the complexities the language: therefore, they are not the best people to make decisions about the

program. Sixty percent teachers believe if the students can translate the target language content

into English, they should be able to answer the questions in the Defense Language Proficiency

Test (DLPT), thus achieving the desired results for the Urdu program, so why bother about these

“fancy” theories.

Second Source
I also talked to the department chairs of the Urdu program to see what they think about

the issue. When asked whether the teachers’ input was taken before developing and designing

the new curriculum, they said they had consulted the teachers they deemed necessary and also

put some teachers in the committee that was responsible for creating a new scope and sequence.

They also maintained that key teaching, curriculum development, testing teams and academic

specialists were given a chance to provide the core committee with their feedback about its

outline and scope and sequence before the committee had finalized it and the management

approved it. The management feels there is a potential in the newly designed curriculum to

achieve or get closer to the desired results. It realizes the teachers and students should have been

provided with more training on how to implement this new curriculum and clarity of vision as to

why the flipped classroom and open architecture approaches are a better way to achieve 2+/2+/2.

Third Source
Problem or Opportunity. Based on the data you collected, describe the issue you want to
improve, whether solving a problem or taking advantage of an opportunity.

Here’s Where We’d Like to Be
The DLI Urdu students will be required by 2020 to get at least 2+/2+ to pass the DLPT;

therefore, it is very important to figure out ways to make sure every DLI Urdu student who gets

here is provided with all the resources he/she needs to graduate from the DLI to become a

successful US military linguist.

Here’s Where We Are Instead
Last year with the old curriculum, 40.5% of Urdu students in listening and 45.9% in

reading achieved 2+/2+, exceeding the goal of 31% for listening skills and 38% in reading skills.

This year the DLI was aiming for 40% 2+ or higher in listening and 50% in reading skills for

Urdu; however, the students underperformed as 33% students got 2+ in listening and reading

skills each.

This Is the Gap We’d Like to Fill (The Difference Between What Should Be and What Is)
Cause(s) of the Gap. Explain what’s causing the gap. You may not have all three of the major
causes shown below. If not, indicate which ones don’t apply to your project. For those that apply,
write a few sentences to describe the cause.
Note: A lack of training is not a cause for a performance gap. A lack of knowledge & skills is a
cause that can be solved by training (or some other learning solution).

Lack of Knowledge and/or Skills
It appeared through the interviews I conducted that the teachers are not well trained to

implement this new student-centered curriculum; therefore, they still apply lecture-based

approaches to the components where they can. They need more assistance to adjust to their new


Lack of Motivation
Yes, the DLI has been downsizing some languages recently and Urdu is one of them.

There is a sense of uncertainty among the Urdu teachers regarding their job security, making it

more difficult for them to show more passion and motivation on a day to day basis.

Issue(s) in the Organization or Environment
Low morale of the teachers because of the current downsizing and lack of openness to

accepting new changes and ideas.

Initial Solution(s). Briefly describe your initial ideas for removing the gap. We’re studying how
to do instructional design in IST522, so we’re hoping that there’s a gap in knowledge and/or
skills that you will want to close with a learning-oriented solution. Many times, there are other
gaps that you should consider (or point out to someone in your organization), even if you will not
try to conquer them with your IDD project.

Learning Solution
A short training session might be helpful to address the teachers’ reservations about this

new system with the explanation of how it can make their job easier if implemented properly.

The session may include success stories of similar approaches in other language programs in

DLI. There will be a PowerPoint presentation followed by a production session where teachers

will create model lessons using flipped classroom and open architecture approaches.

Other Possible Solutions
Reshuffling the teaching team by putting some teachers, who teach at semester 1 or

semester 2 levels but understand the flipped and open architecture approaches comparatively

better, into the 3rd semester team can change things for the better.

Goals for Your Project. Organizational goals often include things like saving money,
increasing customer satisfaction, improving quality, increasing the percentage of students
reading at grade level, decreasing the dropout rate, or providing personnel who have reached a
certain level of fluency in key languages. Learner goals are less formal and precise than learning
objectives. Often, they are not particularly measurable. For a learner goal, we’re looking for a

broad statement about what the learners will learn. See Piskurich, pages 130 to 131, for
definitions and examples.

Main Organizational Goal(s)
The goal of this project is to make sure the Urdu students get at least minimum of

2+/2+/2 in listening, reading, speaking by 2020.

Main Learner Goal(s)
The Urdu students will have the language proficiency beyond narration level, which will

help them do their jobs better and above all retain their jobs in the US military because a soldier

can lose his/her job if he/she does not pass the DLPT.

Learner Analysis
Data Collection. Write a sentence or two to describe how you collected data about your learners.
Possible methods include: observation, interviews, focus groups, surveys, and reviewing work
products or reports. (You might, at this point, have only one source, or you might have more than
three. The headings are there to provide structure for your answer.) You may include questions
and raw data in an appendix.

First Source
Teachers: They are required to get ILR level 3 during the Oral Proficiency Interview

which they take during the process of their hiring. They have to pass the Instructor Certification

Course (ICC) which is mandatory for every language instructor at the DLI to be able to continue

the job beyond a one year period. It is a 160 hour training offered by DLI followed by an

observation session to get officially certified. I studied the official documents, detailing the

number of certifications and professional trainings the teachers have obtained.

Students: The DLI students go through an extensive process which is called Defense

Language Aptitude Battery (DLAB) to test their potential for language learning. They are

required to score at least 120 in the test to get selected as military linguists. In most cases their

DLAB scores correlate with the grades they get at the DLI. I studied the DLAB scores of the

Urdu students in detail to understand the potential they have for a foreign language learning.

Second Source
When the DLI students get here, they go through a week-long process run by the Student

Learning Center (SLS). The SLS instructors determine each students’ learning style. I studied

their learning styles to have an idea how each of them learn the best.

Third Source
I have worked with many of the teachers so I know a lot about them. I also talked to the

teachers and the department chair to know more about the Urdu students.

Learner Profile. Describe your typical learners (they will often possess a range of

knowledge, skills, and other characteristics). Include additional information if you have a

secondary audience for your learning solution. Most important will be information about relevant

experience, prior knowledge (what they already know about your topic), tool skills, aptitudes,

attitudes, and motivation for learning what you want to teach them.

Note: Please do not make generalizations based on learning styles or generational differences
related to your audience. (These will not help you to make design decisions.)

What Work or Study They Are Doing Now
Teachers: They are teaching at the DLI.

Students: They are learning Urdu language at the DLI.

Prior Knowledge About This Topic
Teachers: The terms flipped classroom and open architecture are pretty new to a number

of teachers.

Students: Most of them did not know a lot about Pakistan, where Urdu is spoken, before

coming to the DLI. It is also their first experience to learn a foreign language.

Tool Skills

Expected Aptitude or Barriers to Learning
Their extra military duties and drills in some cases do not allow students to have plenty of

time to learn a langue. The DLI students don’t get a chance to immerse with the native people

outside the DLI which is potential barrier to their learning.

Motivation for Learning About This Topic
Most of the students are highly motivated by their national duty and also they get paid

extra amount each month if they pass the DLPT. However, the teachers’ motivation has been

slightly on the downside due to downsizing in the department.

Other General Characteristics That May Impact Their Instructional Experience

Prerequisites or Entry Requirements. If applicable, note any requirements that your

learners must meet before they are eligible to take the learning solution that you will offer. (If not

relevant, say so.)

Prerequisites (Courses)
Students need to meet the basic recruitment requirements while teachers need to have at

least a bachelors degree.

Entry Requirements (Everything Else)

They need to pass the DLAB.

Context (Workplace/Environmental/Setting) Analysis
Data Collection. Write a sentence or two to describe how you collected information about the
context of your situation. Possible methods include: observation, interviews, surveys,
organization records. You may include questions and raw data in an appendix.

First Source
I have been working at the DLI for last 5 years so most of the knowledge I have about the

places comes through observation, teaching experience, discussions with students and teachers

on daily basis and access to the organizational records.

Second Source

Third Source
Numbers & Locations. How many people are in your target audience, and where are they?

Number of People in Your Target Audience
There are 5 teachers and 10 students and they are located at the DLI.

Location(s) of People in Your Target Audience
At the DLI.

Work Setting Logistics, Resources, Constraints. This might include instructors, equipment,
classrooms, and technology availability.

Classroom Instruction Considerations (If Applicable)
It is 47-week course which is very intense for the students and the teachers and they may

find it difficult to take time out for this training. However, there will not be any issues related to

availability of the classroom and technological equipment which I need for this training.

Online Instruction Considerations (If Applicable)