Running head: FLIPPED LESSON 1

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Designing Flipped Lesson

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Muhammad Farooq

05/10/2018

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ _____________

Advisor Name Signature Date

Dr Sarah Tourtellotte ___________________________ _____________

Capstone Instructor Name Signature Date

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Table of Contents

Executive Summary ............................................................................................................ 4

Introduction ......................................................................................................................... 4

Background ..................................................................................................................... 4

Problem Description ....................................................................................................... 5

Audience ......................................................................................................................... 7

Solution Description ........................................................................................................... 8

Proposed Solution ........................................................................................................... 8

Goals ............................................................................................................................... 9

Learning Objectives ........................................................................................................ 9

Instructional Reasoning ................................................................................................ 10

Instructional Strategies and Activities ...........................................................................11

Principles....................................................................................................................... 12

Training Design......................................................................................................... 12

Methods & Procedures ...................................................................................................... 14

Participants .................................................................................................................... 14

Materials ....................................................................................................................... 14

Design and Procedure ................................................................................................... 15

Resources .......................................................................................................................... 16

Media and Delivery System Decisions ......................................................................... 16

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List of Major Deliverables ............................................................................................ 16

Context (Workplace/Environmental/Setting) Analysis ................................................. 17

Timeline ............................................................................................................................ 17

Implementation Plan ..................................................................................................... 18

Evaluation ......................................................................................................................... 18

Summative Evaluation .................................................................................................. 18

Formative Evaluation .................................................................................................... 18

References ......................................................................................................................... 19

Appendices ........................................................................................................................ 20

Appendix A ....................................................................................................................... 20

Urdu Results 2016-17 ................................................................................................... 20

Appendix B ....................................................................................................................... 21

Questionnaire .................................................................................................................... 21

Section 1........................................................................................................................ 21

Section 2............................................................................................................................ 22

Initial Survey for Urdu Teachers ................................................................................... 25

Appendix C ....................................................................................................................... 26

Initial Survey for Urdu Students ................................................................................... 26

Appendix D ....................................................................................................................... 27

Test Instruments ............................................................................................................ 27

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Appendix E ....................................................................................................................... 29

Informed Consent Letter ............................................................................................... 29

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Executive Summary

The purpose of this project to identify challenges for implementation of flipped based

approach for Urdu language at Defense Language Institute and design a training module to

facilitate implementation of newly designed curriculum for Urdu 3rd semester. Given the

changing needs of US military linguists, the Defense Language Institute (DLI) has introduced

flipped classroom concept to improve students’ language proficiency. However, after

implantation of flipped approach in Urdu, the results had gone down. This capstone project

addresses the above-mentioned issues and also helps the Urdu faculty acquire necessary training

by learning how the flipped approach should be implemented which ultimate helps the

department get the desired results.

Introduction

Background

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+. There were slight exceptions for their speaking

skills as some of the forces, such as the United States Army, requires 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 DLI management took in order to achieve the new standard of 2+/2+/2 is to lay out a

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

which also included critical changes to the language curricula, particularly in the third semester,

with increased focus on higher order thinking skills. Subsequently, an Urdu curriculum team has
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been created to work with the DLI Curriculum Support Division to restructure Urdu third

semester course in line with the DLI-wide efforts to achieve this new standard. The purpose of

the flipped approach combined with open architecture concept is not only to prepare students for

guided practice and work in the classroom but also to give more freedom to the teaching teams to

make necessary changes to the curriculum according to the needs of the students. The purpose of

this training is to help the Urdu curriculum team deign a flipped approach-based lesson.

COL Deppert, Commandant DLIFLC (2016) stated, “Our whole organization and thus

our priorities are pointed at our ultimate shared goal of producing the best, culturally based,

professional military linguist possible,” (p.2). It is absolutely imperative for the Urdu faculty to

figure out a way to achieve these goals sooner than later. The overall goal of the DLI is to train

the teachers to develop flipped approach-based lessons to achieve the desired results.

Problem Description

DLI Urdu students will be required by 2022 to get at least 2+/2+/2 to pass the DLPT;

therefore, the management at the DLI had decided to make radical changes in the way the things

are done at the institute. Implementing flipped and open architecture approaches were one of

them, as the management felt there was a potential in these approaches to achieve or get closer to

the desired results.

In 2017, 40.5% of the Urdu students scored 2+ in listening skills and 45.9% achieved 2+

in reading skills. These scores exceeded the goal of 31% for listening skills and 38% for reading

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

higher in reading skills. The results; however, this year were not up to the goal, as 33% of the

students got 2+ in listening and reading skills each. It is highly critical for the Urdu program to
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meet the new criteria in order to produce military linguists who are equipped to fulfill the newly

required national security needs of the United States.

The data collected through various means showed that the Urdu teachers are not

adequately trained to implement this new approach, they; as a result, still like to apply lecture-

based approaches where they can. They need more assistance to adjust to their new roles. It also

appeared that the current teaching team, which will teach this new curriculum, is comprised of

the teachers with the same age group and skillsets. At least, one teacher said if the teaching team

is reshuffled or new teachers are added who are believed to have a sound understanding of the

flipped classroom approach, may help with implementing these new changes.

The DLI constantly expands and downsizes some languages based on the national

security needs of the country. With the US focus shifting away from Afghanistan and the region,

the number of Urdu students has dropped significantly in recent years; as a result, some language

instructors lost their jobs in recent months from June 2016 to May 2018. There is a sense of

uncertainty among the Urdu teachers regarding their job security, making it more difficult for

them to show passion and motivation on a day-to-day basis. This can be addressed at the higher

level if DLI management takes necessary steps to address the uncertainty issue.

When asked whether the faculty understood 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 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 has made adequate materials and sources available to them, almost every teacher said this is
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not the best team; at least 50% of the teachers said they think the current team lacks basic skills

to work at this level. When asked whether they were given adequate training to implement the

new approach, 80% of the teachers said they had a couple of orientation sessions for the new

approach, though they believed there was nothing new for them to learn.

To a question about how they view the role of their supervisors, they were also of the

opinion that non-native management of the Urdu program does not understand the complexities

of the language, they; therefore, are not the best people to make decisions about the program.

Sixty percent of the teachers believe if the students can translate the target language content into

English, they; as a result, should be able to answer the questions in the Defense Language

Proficiency Test (DLPT). According to them, their approach will help achieve the desired results

for the Urdu program, so why bother about these “fancy” theories.

All of the Urdu students, as it appeared in the data study, liked the new approach a lot.

They thought flipped homework and scaffolding activities are very helpful for them. Eighty-five

percent of the students thought that the activities are designed to promote higher order thinking

skills in the classroom, which really helps them to cope with more complex and higher-level

language tasks.

Audience

The focus of this training will be Urdu teachers. Most of the teachers do not have the

prior language teaching experience, as their biggest strength is that they are the native speakers

of the Urdu language. Though the basic recruitment requirement for the teachers is to at least

have a bachelor’s degree, the terms flipped classroom and open architecture are new to a number

of teachers. The military uses a lot of different technological tools and online resources, which
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causes a lot of problems for some teachers. However, the DLI management holds periodic

training and refreshers to keep the faculty abreast of the latest changes and developments.

Teachers are required to get minimum of ILR level 3 score during the Oral Proficiency

Interview which they take during the process of the hiring process. 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.

Generally, the Urdu students’ extra military duties and drills in some cases do not allow

them to have sufficient time to learn Urdu in the evening. They also do not get enough chances

to immerse with the native people outside the DLI and they cannot visit Pakistan due to security

concerns, which is a potential barrier to their learning. However, most of the students are highly

motivated by their national duty and also, they are paid an extra amount each month if they pass

the DLPT. Teacher motivation, on the other hand, has been slightly on the decline due to

downsizing in the department.

Solution Description

Proposed Solution

An hour long 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. The part of the training will be developed through captivate module to help the

Urdu teachers understand flipped approach in general, and it’s characteristics/components,

advantages and disadvantages etc. in particular. The same concept could have been introduced

through a traditional lecture-based presentation, however, if learner are involved through an

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interactive multimedia e-learning product, the learners will not only understand the concepts but

also retain it to be able to apply them in their classroom teaching. The training will involve

schemata building to help learners recall the relevant background knowledge, presentation of

content preferably through an adobe captivate module on the flipped approach, and production

where learners create a model flipped lesson.

Goals

The goal of the DLI is to provide culturally based language education, training and

evaluation to enhance to national security of the United States. In order to meet the new national

security needs of the united states in an ever-changing world, the new language proficiency

requirement for the US military linguists in intermediate courses will be 2+/2+/2 by 2020. The

Urdu department made key changes to the curriculum to make sure the Urdu students get at least

minimum of 2+/2+/2 in listening, reading, speaking by 2020. 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. This training session will help the teachers and students understand as to why

this new curriculum is important to achieve the 2+/2+/2 goal; and also, it will try to find a

consensus among the stakeholders with regard to the steps that are important for the

implementation phase.

Learning Objectives

There is one terminal objective and three enabling objectives to break down content into

different segments so that each section has a particular role in order to achieve the main

objective.
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• Given the model flipped lesson (prepared by the instructor), the participants will

be able to create a flipped lesson for Urdu students that matches at least 80% of

the key flipped approach components.

• The Urdu teachers will be able to describe the step by step process to design a

flipped lesson that conforms the requirements given the DLI Handbook for Basic

Course Development for the elements must be present in a lesson.

• The Urdu teacher will be able to describe how the flipped approach can be applied

in the classroom on a daily basis.

Instructional Reasoning

"The flipped classroom is a pedagogical model in which the typical lecture and

homework elements of a course are reversed" (Educause, 2012). This approach is student-

centered and involves active engagement of the learners. The elements of cognitivism are found

in this training module. The learners will be given a chance to activate their background

knowledge about the flipped approach. Linda Harasim (2017) notes: “Schema Perspectives hold

that learning is easier if new subject matter compared to existing knowledge,” (p. 51).

Additionally, George Bonder notes: “Piaget believed that knowledge is acquired as the result of

lifelong constructivist process in which we try to organize, structure, and restructure our

experience in light of the existing schemes of thoughts.” (p.875) Robert M. Gagne’s (1965) nine

events of instructions are visible in this training model as it is essential that the learners are

engaged in similar tasks through guided practices to enable them to produce the actual task later

on, which is to create a flipped model lesson.

In this training module, behavioral modeling in constructivist learning environment can

be seen as instructor models how to design a flipped lesson in front of the learners. For the later
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part of the training, the peer learners co-construct knowledge with instructors as facilitators or

guides (Bauersfeld, 1995).

The instructor sits back and doesn’t take the leading role throughout the session but only

facilitates their discussions/activities. From the constructivist viewpoint, as noted by Harasim

(2017), that the teacher must understand the students’ pre-existing conceptions and guide the

activity to address, build on and refine pre-existing conceptions. (p.71) Social constructivism,

strongly influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a

social context and is then appropriated by individuals (Bruning et al., 1999; M. Cole, 1991;

Eggan & Kauchak, 2004).

Albert Bandura’s social learning theory is applied in this training module as well.

Bandura (1977) explains in his Social Learning Theory the manner in which individuals learn

new behaviors through a process that involves observation, interaction and modelling. In this

training module, the learners will be presented with a model lesson. It is important that the

leaners get more time for guided practice to learn designing flipped lesson correctly to avoid

unlearning of the wrong learning in the future. Edwin R. Guthrie’s (1935) suggested that "a

combination of stimuli which has accompanied a movement will on its recurrence tend to be

followed by that movement.” Therefore, it is made sure that the Urdu teachers are given enough

practice to master the flipped concept in this training.

Instructional Strategies and Activities

There will be one main instructor in the room to conduct the training. The instructor will

play the role of a facilitator as this will be a participant-led training session. The participants will

engage in group discussions and hands-on activities to understand the DLI’s vision for achieving

2+/2+/2 through flipped and open architecture approaches.

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There will be short questions (Appendix D) before the training to test their understanding

of flipped approach. This test item will help assess the participants’ understanding about the

flipped approach, providing the trainer a chance to clarify any misunderstandings they may have

and laying a solid foundation for the discussion on how flipped and open architecture approaches

can be a solution to their problems. Similarly, after the training, testing (Appendix D) will occur

to assess the participants’ understanding and feedback will also be provided to them by showing

the correct answers. The hands-on exercise will occur towards the end of the training during the

phase “Let’s Create” in which the participants will create a model flipped lesson. The process

will not only allow them to give each other feedback but also provide the trainer with an

opportunity to assess their understanding of the subject and give them feedback if necessary.

Principles

The following principles are used while creating e-learning module using adobe captivate

to ensure that the learners get a chance to get engaged with interactive learning through a flipped

classroom model.

o Multimedia Principle

o Modality Principle

o Redundancy Principle

o Continuity Principle

o Coherence Principle

Training Design

Following is the detailed training design that includes all the activities for an hour long

event
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1. Flipped Homework

A. Adobe Captivate Module on Flipped Concept

2. Introduction (5 mins.)

A. Displaying a message on screen to gain attention.

B. Finding expectations of the participants

C. Informing the learners of the objectives

3. Schemata Building: The instructor assists students through schema activation activities in

recalling the relevant background knowledge. (5 mins.)

A. Instructor asks questions about flipped content (review of the homework)

B. A short video to activate their prior knowledge

4. Presentation: The instructor presents the stimulus (10 mins.)

A. The concept of flipped approach; what can be flipped and why (A YouTube video)

B. An example or a model flipped lesson (developed by instructor)

C. Additional content necessary for stimulating learners’ information acquisition (if

necessary)

5. Practice: Purpose to encode learning into long-term memory in a meaningful way. (15

min)

A. Worked examples of the flipped lesson, demonstrating each step to create a

flipped lesson.

B. Guided practice based on activities to learn what elements/components can be

flipped as prior study material for learners.

C. A multiple-choice test item to conclude the segment on to check participants’

understanding
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6. Production: Learners create a model flipped lesson (20 min.)

A. In groups, create a model lesson in UCAT

B. Share lessons and finalize one together

7. Assessing Performance (5 mins.)

A. Post training test

B. Feedback

8. Wrap up

Methods & Procedures

Participants

Students enrolled in Urdu at DLI participated in this research project. There were 30

students in the class and all of them decided to participate in the study. It was a diverse group as

they came from all over the United States including five from Texas, seven from New Jersey, six

from Indiana, two from California, five from Florida, one from Puerto Rico, two from New York,

one from New England and one from New Mexico; they were ranged in age between 18-24

years. The teachers in Urdu department are from various parts of Pakistan and India. They were

ranged in age between 30-65 years.

Materials

Participants were provided with a letter of consent that invited them to participate in the

study. This letter explained the purpose of study and the number of surveys they received over

the course of research. The latter also clearly explained the process of research, including the

option to opt out at any given time during the research, without question. These surveys were

delivered online using Google Forms and Sakai at different stages of the research which included

various types of questions such as multiple-choice questions and short answer questions about
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their age, country of origin, level of English proficiency, preferred reading method, reading

habits, time they spent on studying Urdu, primary language of instructions in their early

education and any particular instructional method that helps them get better grades.

Design and Procedure

This research was designed to be non-experimental with the purpose to ascertain

the differences between activities that are completed as part of home work and or in class; to

understand what students prefer in terms of teaching method to improve their Urdu skills whilst

studying at DLI. The variables this study measured included as to what students preferred

between flipped and in class activities in Urdu Basic Course and which one they thought was

more helpful and why. The results were compared based on whether there was a correlation

between their scores and their preferred method of studying that they chose in this class.

The surveys were distributed by the course Professor Salman Siddique through Google

Forms and Sakai at various stages of this course. The first survey was given to the participant’s

right before they started their class in December 2017 which included very basic questions about

their country of origin, age, likes and dislikes, their reading habits and methods and their

expectation from Urdu Basic Course. The surveys were completed in less than one week. They

were given the second survey in week four which included questions about the instructional

delivery tools being used for their current class at DLI, how their DLI experience is different

from their past study experiences, whether they have autonomy to choose a preferred method of

instructional delivery in Urdu Basic Course. This survey was also delivered through Professor

Salman Siddique and it took them under a week to complete it. The third survey was delivered

through Sakai towards the end of the course in the last week that included questions such as, if

they noticed any difference in their grades when they were delivered instructions in flipped setup
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and whether there was significant improvement in their Urdu abilities because of the freedom

they had to choose a preferred instructional delivery method. This survey was also delivered

through Professor Salman Siddique and it took under a week to complete it.

Resources

Media and Delivery System Decisions

A classroom will be used for this training session. This training workshop will be based

on the flipped classroom approach as the Urdu teachers will be given the materials in advance to

prepare them guided practice and work they will do in the traning. It is also a good way to model

how effective the flipped and open architecture approaches can be if conducted in a correct

manner.

Videos or visual aids, e-learning module, a flip chart, smartboard, and print materials will

be used for the training. Using visual aids for training stimulates thinking and improves the

learning environment as it always helps to do away with the monotonous learning environment.

Videos and interactive activities also increase interactivity in the classroom because students

develop and increase their personal understanding of the topic when they find learning

environment pleasant and interactive.

List of Major Deliverables

• Module created in Adobe Captivate as part of the flipped homework

• Two videos on flipped concepts

• Hard copies of model flipped lesson

• Hard copies of activities

• Scholarly article for reference

• Flip charts to create model lesson outline

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• DLI Handbook for Basic Curriculum Development

• Multiple choice quizzes for comprehension

• Feedback survey on the course

Context (Workplace/Environmental/Setting) Analysis

There are plenty of well-equipped rooms for a one-hour training in the Urdu department,

which can easily host twenty participants. All the rooms, at least, have a computer and a

smartboard, Apple TV, about a dozen chairs, six tables, and a cupboard that can carry

coffeemaker and other refreshment snacks, if necessary.

Timeline

Since the 47-week Urdu course is very intense, both for the students and teachers, this

training workshop will be only an hour-long to make sure each participant is able to attend the

session. There will be no additional cost for this session, as all the equipment we need for this

training is provided by the DLI for professional development. The major challenge expected is

being able to create a comprehensive module that fits within an hour yet fulfills all the needs.

The entire process should not take more than six months.

Timeline:

1. Collecting relevant materials – 10 days

2. Draft development of flipped lesson – 15 days

3. Peer Review of the draft by professor – 10 days

4. Revision of the draft – 7 days

5. Developing module in UCAT – 5 days

6. Finalizing the module – 5 days

7. Revising the final product – 5 days

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8. Implementation – 15 days

9. Feedback and revision – 5 days

10. Outcome Review – 10 weeks

Implementation Plan

The training components/segments are self-guided; there are no additional training

requirements for the instructors and Urdu teachers who conduct the session. They are familiar

with the adobe captivate as they have been using it for a while, therefore, they will not have any

problem developing the module or implementing it during the session. Once the module is

finalized, the participants can access it as directed.

Evaluation

Summative Evaluation

A questionnaire/survey is included at the end of the course to evaluate the learning of the

participants in the course. Besides assessing their learning, the purpose of this survey is to find

out what they think was helpful, what was not helpful, and one thing that they will take away

with them. As mentioned above, the students’ DLPT scores dropped this year, therefore, looking

at the students’ score after 20 weeks when they take the DLPT will give a good idea about how

successful the course was.

Formative Evaluation

The way this training is set up, as it includes guided practices, group work, and quizzes,

is to give the instructor plenty of room for formative assessment during the training. The purpose

of these activities to give the instructor and participants a chance to improve the ongoing

learning process. The course will be considered successful if the participants are able to create

an outline for a model lesson that is fully in line with the DLI guidelines.
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References

Deppert, P. J. (2016). Priorities at DLIFLC. Dialogue on Language Instructions, p26.

Guthrie E.R. (1935). The Psychology of Learning. New York: Harper & Row, p26.

Bauersfeld, H. (1995). The Structuring of the Structures: Development and Function of

Mathematizing as a Social Practice. Lawrence Erlbaum Associates Publishers, Hillsdale,

NJ, p137-158.

Harasim, L. (2017). Learning Theory and Online Technology. New York: Routledge.

Handbook for Basic Course Curriculum Development. (2018). Monterey, CA: DLIFLC.
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Appendices

Appendix A

Urdu Results 2016-17

Year Listening 2+

2016 40.5%

2017 33%
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Appendix B

Questionnaire

Section 1

1. What is your country of origin?

Answer:

2. What is your age?

18-23

24-29

30-35

36-41

42-47

48-53

54-59

60-65

66 and older

3. What is your level of education?

• High School Diploma or Equivalent.

• Some College; No Degree.
• Associate's Degree.
• Bachelor's Degree.
• Master's Degree
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4. In which grade or year in college, you started learning English?

Answer:

5. Was English your primary method of instruction in high school education?

a) Yes
b) No

6. If no, what language it was?

Answer:

7.

8. How do you describe your English language proficiency?

a) Beginner
b) Intermediate
c) Proficient
d) Advanced

a)

Section 2

9. Do you like learning languages?

a) Yes
b) No

10. How do you describe your Urdu language proficiency?

a) Basic
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b) Proficient
c) Advanced

11. Which method you prefer?

a) Traditional
b) Flipped

12. When do you think you understand better?

a) Studying online
b) Studying with teacher
c) There is no difference

13. You think you perform better if you :

a) Learn Urdu through flipped approach
b) Learn Urdu through traditional approach
c) Medium doesn’t make any difference

Please explain you answer:

14. To figure out the meaning of unknown words you use:

15.
a) Dictionary
b) Contextual help

16. Have you read a book in last 6 months?

a) Yes
b) No

17. How much time you spend reading online every day?

a) I Don’t read at all

b) Less than two hours
c) More than two hours

18. Where do you study Urdu? Circle all that apply.

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a) In school.
b) On the bus.
c) In a car or truck.
d) In bed.
e) At the computer.
f) In the bathroom.
g) In the kitchen or family room.
h) At the library.

19. List three reasons if you prefer flipped approach

a)

b)

c)

20. List three reasons if you prefer traditional approach

a)
b)
c)

21. Do you think your preferred method(s) of instruction had an impact on your academic
achievement Urdu language at DLI?

Please explain your answer:

22. Do you think the assessment tools are well designed to test your reading comprehension
based on the instructional delivery tool (book or online) you chose?

Please explain your answer:

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Initial Survey for Urdu Teachers

1. Do you understand the standards you are expected to meet to achieve 2+/2+/2?

100% of teachers said they understand the standards

2. Were you given adequate training to implement the curriculum based on flipped and
open architecture concepts?

A. Yes

B. No

80 percent selected B

3. Do you think the current teaching team have the necessary skills to implement the
new flipped curriculum?

A. Yes

B. No

50 percent selected B

4. Do you get the necessary help from the management to implement the flipped
approach?

All the teachers believe their supervisor do not know Urdu and it’s not helpful in
addressing the language-specific issue.
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Appendix C

Initial Survey for Urdu Students

This survey was given in form of hard copies to Urdu students who had studied the new

curriculum.

1. The flipped homework prepares me for the next days’ lesson.

A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

100 percent selected A or B

2. The activities and content in new lessons is very helpful.

A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

100 percent selected A or B

3. The level of text is appropriate and provides enough learning challenge.

A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

100 percent selected A

4. Do you think the new curriculum prepares you to achieve 2+/2+/2 goal?

85 percent said ‘yes’

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Appendix D

Test Instruments

1. Pre-Test

Write down the answer to these questions best to your knowledge in the provided blank

space.

1. Had you heard the term “flipped classroom” before you got the job at DLI?

Answer:

2. Do you know what the term “flipped classroom” means? If yes, then explain in your own

words.

Answer:

3. Have you ever taken a course that was in a flipped classroom format? If yes, when and

how was your experience?

Answer:

4. Are you interested in learning more about “flipped classroom”? Explain why?

Answer:

2. Post Test

Please choose the correct response.

1. The flipped classroom model is:

a) teacher-centered
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b) student-centered

c) based on traditional classroom

d) famous for game-based learning

2. In a flipped classroom, a student can:

a) engage in group activities in classroom

b) complete homework with teacher in the evening

c) go over previous day’s lesson again

d) only do individual tasks

3. The flipped classroom is a pedagogical model in which elements of course are

a) revised constantly

b) reversed orderly

c) rehearsed frequently

d) repeated daily

4. All of the following statements describe flipped classroom; except:

a) Students can learn new materials at home.

b) It promotes autonomous learning among students

c) Teacher teaches first and then the students do practice activities

d) It improves team building skills, collaboration, and communication.

5. Which of the following activity describes a flipped classroom?

a) students watch 30-minute documentary on natural disaster in classroom

b) students make a relief plan for disaster victims in classroom

c) students read a 400-word passage on disaster

d) teacher presents a report on major disasters

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Appendix E

Informed Consent Letter

TITLE OF STUDY

Instructional Tools for Reading

PRINCIPAL INVESTIGATOR

Muhammad Farooq

Department of Education

Pacific Grove

831-123-4567

mfarooq@csumb.edu

PURPOSE OF STUDY

You are being requested to take part in a research study. Before you decide to participate in this

study, it is important that you understand why the research is being done and what it will involve.

Please read the following information carefully. Please ask the researcher if there is anything that

is not clear or if you need more information.

The purpose of this project to identify challenges for implementation of flipped based approach

for Urdu language at Defense Language Institute and design a training module to facilitate

implementation of newly designed curriculum for Urdu 3rd semester.

STUDY PROCEDURES

a) This study will involve questionnaires disseminated among your class to gather the
information about the instructional tools being used for reading and your preference in
terms of which one you like and why. These surveys will be very short and will not take
more than 15 minutes of your time.
b) The study will also require access to your grades and test scores.
c) Your responses will not be video or audiotaped; however, a paper record will be kept for
validity of the research.
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RISKS

There are no risks involved in this study; however, you may decline to answer any or all

questions and you may terminate your involvement at any time if you choose.

BENEFITS

There will not direct benefits to the participants of this study; however, it is expected that this

study may help improve the language proficiency of the future students and also train teachers

how to implement flipped concept at DLI.

CONFIDENTIALITY

Your responses to this survey will be anonymous. Therefore, you are not required to write any

identifying information. Your data will be kept safe and will not be released to anyone except the

research team.

CONTACT INFORMATION

If you have any questions about this study, or you experience adverse effects as the result of

participating in this study, you may contact the researcher at 821-123-4567 or if you do not feel

you can discuss with the researcher, please contact the Institutional Review Board at 821-123-

7654.

VOLUNTARY PARTICIPATION

Your participation is absolutely voluntary and at any point you decide to withdraw you are fee to

do so even after you have signed the consent. If you withdraw from the study, the data collected

from you will be destroyed or returned to you.

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CONSENT

I have read and I understand the provided information and have had the opportunity to ask

questions. I understand that my participation is voluntary and that I am free to withdraw at any

time, without giving a reason and without cost. I understand that I will be given a copy of this

consent form. I voluntarily agree to take part in this study.

Participant's signature ______________________________ Date __________

Investigator's signature _____________________________ Date __________