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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.
IDD DESIGN WORKSHEET 2
Note: Be sure to turn in your worksheet in MS Word. This makes it about 10 times easier to
provide feedback on your assignment.
Languages (DLI)
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
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
IDD DESIGN WORKSHEET 3
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
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)
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
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.
IDD DESIGN WORKSHEET 5
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
approaches.
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
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
approaches
IDD DESIGN WORKSHEET 6
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
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
architecture
approaches
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.
IDD DESIGN WORKSHEET 7
1. Which of the following statements reflects the DLI’s vision for the flipped/open
architecture approaches?
improve the quality of their work to meet the new goal of ILR
instructions with the DLPT so that the students can improve their
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?
Key
1. b
2.
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.
IDD DESIGN WORKSHEET 9
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
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
policy.
IDD DESIGN WORKSHEET 10
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.
Media
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.
IDD DESIGN WORKSHEET 11
Agenda
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
mins.)
3. Let’s Talk Solution: Why Flipped & Open Architecture Approaches A Solution (10
mins.)
4. Let’s Find Out “Me” Aspect: Group Discussion Teaches Who Know Vs Who Don’t
5. Let’s Create It Together: Teachers Create A Model Lesson Plan Outline (20)
6. Summary (5 mins.)
Here’s an example of one activity that might go with learning about primary and secondary
colors.
Agenda Item
(Teaching/Learning
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
(Teaching/Learning
Activity) Topic Description
Let’s Talk Solution Flipped & Open A presentation that includes videos and other
Let’s Find Out “Me” What’s In It For A group of teachers and students who has seen
Agenda Item
(Teaching/Learning
Activity) Topic Description
how these approaches had made their job easier
Let’s Create It A Model Lesson The participants will create an outline for a