You are on page 1of 13


IDD Design Worksheet
Points Description Notes

5/5 Introduction Looks good.
25/28 Objectives Good start on the objectives. Be careful about conditions.
Make sure that the conditions and standards are specific to the
showing mastery of each learning objective.
Two points each for conditions, behavior, and standards. One
point for knowledge type (7 possible for each objective).
You may have different or additional objectives for your final
IDD (given that this assignment only asks for a set number).
12/12 Test Items Well done. Your test items helped to clarify the objectives
(for me, as someone reading this). That’s good.
Three possible points for each test item.
15/15 Media & Delivery Good considerations for delivery formats. Always create
Systems interactivity that’s related to practicing the skills your learners
are trying to master. We want purposeful activities that also,
by the way, relieve monotony.
30/30 Agenda & Nice outline for the agenda. It’s good that you have practice
Teaching/ Learning built in.
10/10 APA, grammar, You’re writing is excellent. Now it’s time to work on some of
usage, MS Word the nuances in APA Style. They have rules for when to spell
out numbers & when to use numerals. They’re not always
intuitive, so I recommend looking them up.
97/100 Great job, Umer. Sounds like a great lesson.

Filling out this worksheet should help you to organize your thinking about the design of your
Instructional Design Document (IDD) topic.
This is the second of two worksheets that are designed to help you to write your final IDD,
which will be due at the end of our 8-week session.
Note: For each section of this worksheet, be sure to refer to the IDD Outline, Section III,
subsections A, B, C, and D 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. This will likely be the
same as in your IDD Analysis Worksheet. If so, just duplicate that information here.

Your Name Muhammad Umer Farooq

Your IDD Topic Challenges to Flipped/Open Architecture Approaches in

Urdu Classes at the Defense Institute of Foreign

Languages (DLI)

Organization (Where the learning DLI, Monterey California

solution will be implemented)

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 the DLI.

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.)

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 DLI was 2/2/1+. There were slight exceptions for the speaking skills as

some of the forces, such as the US Army, required soldiers to get at least a 2 in speaking. The US

Army soldiers are deployed on the ground and are required to interact with the local population

on a daily basis, so this standard caters to the mission requirements. 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 the year and a half 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.

Learning Objectives
Write four learning objectives that would be relevant for your learning solution. Write two
declarative and two procedural objectives. Review the objectives handouts and samples before
you do this (it’s harder than you might think). Write each objective and then break it into pieces
to fit into the tables, with the correct part in each column.
You may have a different number of objectives in your final IDD, and you might organize them
differently. Don’t worry about that now, just write four good objectives related to your topic.
Example. From memory, kindergarten students will be able to recall which colors will

result when mixing any two of the primary colors together with 100% accuracy. (declarative)

Condition Learners Behavior Standard

From memory kindergarten will be able to recall with 100% accuracy
students which colors will
result when mixing
any two of the
primary colors

Two Declarative Objectives

5 pts. Given an option to attend a training session, the Urdu teachers and students will be

able to describe the flipped/open architecture approaches and why it is important to meet the

Defense Language Institute’s (DLI) goal of Interagency Language Roundtable (ILR 2+/2+/2) by

2020. Their descriptions will be consistent with the standards given in the DLI guidelines for a

flipped/open architecture classroom.

Condition Learners Behavior Standard

Given an option to the Urdu teachers will be able to fully Their descriptions
attend a training and students describe the DLI’s will be consistent
session flipped/open with the standards
architecture given in the DLI
approaches and why guidelines for a
it is important to flipped classroom.

meet the DLI’s goal
of ILR 2+/2+/2

7 pts. From memory, the group of DLI Urdu teachers experienced in implementing

flipped/open architecture approaches will be able to explain how these approaches made their job

easier to the other teachers with enough clarity that the other teachers are able to implement these


Condition Learners Behavior Standard

From memory DLI Urdu will be able to with enough clarity
teachers explain how to that the other
implement these teachers are able to
approaches implement these

Two Procedural Objectives

7 pts. Given the DLI guidelines for 2+/2+/2 goal, the Urdu teachers and students will

create an outline for a model lesson based on the flipped/open architecture approaches that

conforms the DLI guidelines for a flipped/open architecture classroom.

Condition Learners Behavior Standard

Given the DLI the Urdu teachers will create an outline that conforms the
guidelines for and students for a model lesson DLI guidelines for a
2+/2+/2 goal based on the flipped/open
flipped/open architecture
architecture classroom

6 pts. Given the DLI guidelines for a flipped/open architecture classroom, the Urdu

teaches will create a checklist containing crucial steps that will not only make their job easier but

also help in implementing flipped and open architecture approaches in line with the Provost’s

Vision for 2+/2+/2.

Condition Learners Behavior Standard

Given the DLI the Urdu teaches will create a in line with the
guidelines for a checklist containing Provost’s Vision for
flipped/open crucial steps that will 2+/2+/2
architecture not only make their
classroom job easier but also
help in implementing
flipped and open

Test Instruments
Write four test items, one for each objective above. For the declarative objectives, you should be
able to write multiple choice, fill-in-the-blank, short answer, or essay questions. For the
procedural objectives, you may want to describe a performance test.
Note: Test questions do not have to be in APA Style.
Declarative Example. Which of the following colors will result if you mix blue and yellow
paint together? Choose the one best answer.
a. Purple
b. Orange
c. Brown
d. Green
Answer: Green
Procedural Example. The teacher has the students mix the right colors together to create the
following colors: purple, orange, and green. The teacher reviews the results and checks off the
number of correct color mixtures on a checklist.

Two Declarative Test Items
6 pts.

1. Which of the following statements reflects the DLI’s vision for the flipped/open

architecture approaches?

a. To decrease the workload from the teachers so that they can

improve the quality of their work to meet the new goal of ILR

level 2+/2+/2 in pursuit of the highest quality culturally based

foreign language education, training and evaluation to enhance the

national security of the United States.

b. To increase the students’ language proficiency to the ILR level

2+/2+/2 by providing them with the maximum autonomy and

promoting teacher’s role as a facilitator in pursuit of the highest

quality culturally based foreign language education, training and

evaluation to enhance the national security of the United States.

c. To improve the students’ language proficiency by aligning

instructions with the DLPT so that the students can improve their

scores to ILR level 2+/2+/2 in pursuit of the highest quality

culturally based foreign language education, training and

evaluation to enhance the national security of the United States.

d. To provide teachers with an opportunity to work more with the

students on one-on-one basis to achieve new goal of 2+/2+/2 in

pursuit of the highest quality culturally based foreign language

education, training and evaluation to enhance the national security

of the United States.

6 pts.

2. Write at least three things, which, you think, can make your job easier should you apply

the flipped and open architecture approaches and still improve the Urdu students’

language proficiency?


1. b


a. Students do most of the work and teachers are there just to facilitate them, which

also means the teachers will have to speak less in the classroom.

b. The teachers will have to create material such as video lectures for the flipped

homework only once and they can use it for the future classes as well.

c. The recent date at DLI shows that flipped classroom has increased the students’

grades, which means more awards and better ratings for teacher that will help

them with their promotions and pay increment.

Note: Their answers may vary.

Two Procedural Test Items

1. 6 pts. Based on their understanding of the flipped and open architecture approaches,

the teachers and students in groups will create outlines for a model lesson. They will

share these outlines with one another and briefly discuss the rationale for their

outlines. In the end, they, together, will finalize an outline for a model lesson and

check off the items/activities from their outline that conform the DLI guidelines for a

model lesson.

2. 6 pts. The Urdu teachers will create a checklist containing steps that will ease their

teaching burden but also help them increase the students’ language proficiency. They

will match the items on the list with the guidelines laid down under the Provost’s

Vision for 2+/2+/2 to make sure their new classroom fully complies with the DLI’s


Media and Delivery System Decisions

Delivery Format(s)
Identify the delivery format you plan to use: classroom, online, synchronous, asynchronous, self-
study, and/or instructor led. Explain why you chose this format.

I will use a classroom for this training session. This training workshop will be based on

the flipped classroom approach as the Urdu teachers and students will be given some material in

advance to study. It is also good way to model how effective the flipped and open architecture

approaches can be if conducted in a correct manner. They will have mostly hands-on activities

and the trainer will facilitate the learning. Since some teachers have reservations about this new

approach while others teachers have applied this approach and found it effective, therefore, the

classroom setting provides a great opportunity for an effective discussion on the topic.

Note the types of media you will use, for example: audio files, display boards, print materials,
real objects, slides, video, visual aids. Explain why you made these choices.

I will use videos, visual aids, hands-on activities (handouts), flip chart, smartboard, and

print materials. The researches had in the past concluded that using visual aids are training

method stimulates thinking and improves the learning environment as it always helps to do away

with the monotonous learning environment. Videos and hands on activities also increase

interactivity in the classroom because students develop and increase personal understanding of

the topic when they find learning environment pleasant and interactive.

Instructional Strategies and Activities

Provide an agenda for the module (this can be in list form). Don’t forget to include an
introduction and a summary. Remember that your IDD design should be for about 1 hour of
instruction (so this agenda should not be terribly long). It’s a great idea to note about how long
you think each item will take in the agenda.
Here’s an example of a partial, generic agenda:
1. Introduction (5 mins.)
2. Teaching/Learning Activity 1 (10 mins.)
3. ...
4. Summary (5 mins.)
Your agenda should go here:

1. Introduction (5 mins.)

2. Let Us Know: Learning Challenges Students and Teachers Face in Obtaining 2+/2+/2 (10


3. Let’s Talk Solution: Why Flipped & Open Architecture Approaches A Solution (10


4. Let’s Find Out “Me” Aspect: Group Discussion Teaches Who Know Vs Who Don’t

Know. (10 mins.)

5. Let’s Create It Together: Teachers Create A Model Lesson Plan Outline (20)

6. Summary (5 mins.)

Major Teaching/Learning Activities
Describe the major teaching/learning activities for your module (for example, readings,
presentations, demonstrations, matching activities, case studies, or other types of practice and
For example, if you are planning an activity where learners in teams solve questions related to a
case study, then provide a sentence or two to describe how you envision the learners interacting
with that case study.

Here’s an example of one activity that might go with learning about primary and secondary
Agenda Item
Activity) Topic Description

All Mixed Up Mixing Primary The students will watch a short video that
Colors demonstrates how to mix primary colors to
create secondary colors.
Choose the major items from your agenda, and describe them in the following table. If you need
more rows, put your cursor in the right-most column of the last row and press your tab key.

Agenda Item
Activity) Topic Description

Let Us Know Learning Participants in groups will share what

Challenges challenges they face in attaining 2+/2+/2 from

the curriculum standpoint. First, they write

these challenges on the flip charts in groups,

and then they will share with other groups to see

what similar and different problems they face.

Let’s Talk Solution Flipped & Open A presentation that includes videos and other

Architecture visual aids, will be presented, explaining how

Approaches the flipped and open architecture approaches

can be an answer to some of their challenges.

Let’s Find Out “Me” What’s In It For A group of teachers and students who has seen

Aspect Me the benefits of the flipped and open architecture

approaches will share with the other teachers

Agenda Item
Activity) Topic Description
how these approaches had made their job easier

and learning fun.

Let’s Create It A Model Lesson The participants will create an outline for a

Together Outline model lesson which should have all the

necessary ingredients that they think are

necessary for Urdu learning at the DLI.