Professional Documents
Culture Documents
MONTEREY BAY
CAPSTONE PROPOSAL
MASTER OF SCIENCE in
Muhammad Farooq
20/11/2018
Capstone Approvals: (At least one advisor and capstone instructor should approve)
Table of Contents
Introduction ......................................................................................................................... 5
Background ..................................................................................................................... 5
Goals ............................................................................................................................. 10
Principles....................................................................................................................... 13
Training Design......................................................................................................... 13
Challenges ..................................................................................................................... 15
Timeline ............................................................................................................................ 16
2
Resources .......................................................................................................................... 17
Pre-and Post-Tests:........................................................................................................ 18
Observation ................................................................................................................... 19
Results ............................................................................................................................... 21
Instruction ..................................................................................................................... 21
Outcomes ...................................................................................................................... 21
Recommendations ......................................................................................................... 23
References ......................................................................................................................... 25
Appendices ........................................................................................................................ 26
Appendix A ....................................................................................................................... 26
Appendix B ....................................................................................................................... 28
Appendix C ....................................................................................................................... 34
Appendix D ....................................................................................................................... 35
Appendix E ....................................................................................................................... 36
Executive Summary
The purpose of this project to identify challenges for implementation of the flipped based
approach for Urdu language at Defense Language Institute and design a training module to
facilitate implementation of the newly designed flipped curriculum for Urdu. Given the
changing needs of US military linguists, the Defense Language Institute (DLI) has introduced the
flipped classroom concept to improve student language proficiency to help them achieve the new
goal of 2+/2+/2 Interagency Language Roundtable (ILR) level. It is very important for the Urdu
teachers to not only understand the flipped classroom concept but also learn what elements can
be flipped and why. This capstone project addresses the above-mentioned issues with the aim of
helping the Urdu faculty acquire necessary training by learning how the flipped approach should
be implemented to help the department get the desired results. The project will be finished by
December 2018.
5
Introduction
Background
The Defense Language Institute (DLI) has been striving to achieve 2+/2+/2 Interagency
Language RoundTable (ILR) proficiency levels in reading, listening and speaking skills to meet
the language related security needs of the US military in the constantly changing world. The
current bar for graduation (2/2/1+) at the DLI will raise to 2+/2+/2 by 2022. To achieve the goal,
the management of DLI laid out a comprehensive plan, phasing in the implementation of the new
standards over a five-year period which also included critical changes to the language curricula,
particularly in the third semester, with increased focus on improving students’ Higher Order
Thinking skills (HOTs). One of the key elements of this new strategy was the introduction of the
flipped approach into the teaching. As a result, an Urdu curriculum team was created to work
with the DLI Curriculum Support Division to restructure the Urdu course in line with DLI-wide
efforts to achieve this new standard. The purpose of this initiative was not only to prepare
students for guided practice and work in the classroom but also to give more freedom and time to
the teaching teams to make necessary changes to the curriculum based on the needs of the
students. This training aimed at helping the Urdu faculty understand the concept of flipped
approach, and how to evaluate learning situations that could easily be flipped.
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.
6
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 changes in the way the things are
done at the institute. Implementing flipped and open architecture approaches were among 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. This year, the results were not up to the goal, as 33% of the students got
2+ in listening and reading skills each. It was highly critical for the Urdu program to meet the
new criteria in order to produce military linguists who are equipped to fulfill the newly required
The data collected through various means showed that the Urdu teachers were not
adequately trained for this new approach. As a result, they still like to apply lecture-based
approaches where they can. When asked whether the faculty understood the standards they were
expected to meet in light of the new and revised goal, all the teachers had said they understand
their role very well in achieving 2+/2+/2. They all agreed the management had clearly spelled
out the expectations of them and they are doing their best to meet the new standards.
Sixty percent of the teachers believed if the students could translate the target language
content into English, they; as a result, should be able to answer the questions in the Defense
7
Language Proficiency Test (DLPT). According to them, their approach helped achieve the
desired results for the Urdu program, so why bother about these “fancy” theories.
Learner Analysis
The primary audience of this training comprised of the Urdu teachers and content
developers who also develop content for the on regular basis. Most of these individuals did not
have any language teaching experience prior to joining DLI, as their only obvious strength was
being the native speakers of the target language. Though the basic recruitment requirements for
the teachers was to have, at least, a bachelor’s degree, it was not a must for them to hold their
flipped classroom approach was new to a number of them. In addition, during the hiring process,
the current Urdu teachers were required to score at least ILR level 3 during the Oral Proficiency
Interview (OPI) in their native language and ILR level 2 in English. The ILR level 2 speaker,
here an example of a level 2 speaker, can only initiate and maintain predictable face-to-face
conversations and satisfy only limited social and on the job demands, which, in some cases,
makes it difficult for them to understand learning theories or new concepts such as flipped
classroom in English language. In addition, the military uses various technological &
instructional tools, and online resources, with which it is hard to keep up for some of the Urdu
teachers. The DLI teachers also 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 at the DLI which is followed by various observation
The Urdu teachers’ motivation had also been slightly on the downside due to the current
downsizing in the department. All of the Urdu faculty members were born outside the United
8
States and they moved here at different stages of their lives. They are from various parts of
Pakistan and their educational background varies, depending on the parts of the country they are
A total of five Urdu instructors were recruited for this training even. The test
administrator sent emails to the test attendees requesting their participation and availability for
the training. The administrator arranged the date (02/11/2018) and time for the pre-test and the
Expected Outcomes
This learning event was designed with the view that it would help Urdu instructors
understand the concept of flipped approach and tools that are essential for designing and
implementing a flipped lesson. The purpose of designing this training module was obvious to the
learners - one of the many initiatives to help the students secure the new graduation standards of
2+,2+,2, so they were expected to be highly motivated and interested to avail this opportunity.
Their motivation and interest were also conditioned with their recognition from the school
administration, in case they produced the desired results or in other words make their students
meet the goal. There was one terminal objective and three enabling objectives to break down the
content into different segments, so that each section had a particular role in order to achieve the
main objective.
Environmental Scan
DLIFLC is regarded as one of the finest schools for foreign language instruction in the
nation. As part of the Army Training and Doctrine Command, the institute provides resident
instruction at the Presidio of Monterey in two dozen languages, five days a week, seven hours
per day, with two to three hours of homework each night. Courses last from 26 to 64 weeks,
9
depending on the difficulty of the language. DLIFLC is a multi-service school for active and
reserve components, foreign military students, and civilian personnel working in the federal
government and various law enforcement agencies. The present facilities at the Presidio of
Monterey accommodate approximately 3,500 Soldiers, Marines, Sailors and Airmen, as well as
select Department of Defense and State members. To attend DLIFLC one must be a member of
the Armed Forces or be sponsored by a government agency. DLIFLC students are taught by
approximately 1,800 highly educated instructors, 98 percent of whom are native speakers of the
languages they teach. Aside from classroom instruction, faculty also write course materials,
design tests called the Defense Language Proficiency Test, and conduct research and analysis.
Solution Description
Proposed Solution
An hour-long training session was considered to be helpful to explain how the training
was related to their everyday job. The session included success stories of the similar approach
implemented in other schools in the United States. The part of the training will be developed
through Adobe Captivate module to help the Urdu teachers understand flipped approach in
general, and its characteristics/components, advantages and disadvantages etc. in particular. The
same concept could have been introduced through a traditional lecture-based presentation,
however, if learners are involved through an 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
module on the flipped approach, and production where learners create a model flipped lesson.
10
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 by introducing the flipped approach to make sure the Urdu
students get at least minimum of 2+/2+/2 in listening, reading, speaking by 2020. The Urdu
students are expected 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 helped the teachers
understand as to why this new approach was important to achieve the 2+/2+/2 goal; and also,
Learning Objectives
At the end of this learning event, the participants will be able to demonstrate their
I. Given the detailed content, the learners will be able to describe flipped classroom
concept and its characteristics that conform with the standardized definition of
II. Given the content, the learners will be able to determine which components of a
III. Given the training tutorial, the Urdu teachers will be able to create a lesson that
will meet the 90% requirements of flipped approach. (Cognitive & psychomotor
domain).
"The flipped classroom is a pedagogical model in which the typical lecture and
homework elements of a course are reversed" (Educause, 2012). This training was student
centric and involved active engagement of the learners. The elements of cognitivism were found
in this training module. The learners were 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 were visible in this training model as it was essential that the learners were engaged
in the similar tasks through guided practices to enable them to produce the actual task later on,
be seen as instructor modeled how to design a flipped lesson in front of the learners. For the later
part of the training, the peer learners co-constructed knowledge with instructors as facilitators or
The instructor did not take the leading role throughout the session but only facilitated
their discussions/activities. From the constructivist viewpoint the training followed the model as
noted by Harasim (2017) that the teacher must understand the students’ pre-existing conceptions
12
and guide the activity to address, build on and refine pre-existing conceptions. (p.71). Social
constructivism, strongly influenced by Vygotsky's (1978) work, suggested that knowledge is first
constructed in a social context and is then appropriated by individuals (Bruning et al., 1999; M.
Albert Bandura’s social learning theory was applied in this training module as well.
Bandura (1977) explained 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 were presented with a model lesson. It was important that the
leaners got more time for guided practice to learn designing flipped lessons 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 was necessary that the Urdu teachers are given
component which the participants went through individually at the time and place of their own
choice before they worked in groups. The participants received in advance a UCAT module
detailing with the help of animated videos what “flip” is and the question-based activities were
provided to them for the guided practice. The module also addressed the topics including but not
limited to definition of the flipped classroom and how the flipped approach had changed the way
There were short questions (Appendix D) asked before the training to test their
understanding of flipped approach. This test item helped assess the participants’ understanding
13
about the flipped approach and subsequently they were provided with a chance to clarify any
misunderstandings if they had to lay a solid foundation for the discussion on how flipped
approach could be a solution to their problems. A section was created to show the participants an
example of a flipped lesson in Urdu. Similarly, after the training, testing occurred to assess the
participants’ understanding and feedback was also be provided to them by showing the correct
answers. The participants went through segments such as elements of a flipped classroom, tools
required for a successfully flipping a classroom and how to know if a lesson had been
successfully flipped. The hands-on exercise occurred towards the end of the training in which
the participants created a model flipped lesson. The process not only allowed them to give each
other feedback but also provide the trainer with an opportunity to assess their understanding of
Principles
The following principles were used while creating e-learning module using UCAT to
ensure that the learners got a chance to get engaged with interactive learning through a flipped
classroom model.
a) Multimedia Principle
b) Modality Principle
c) Redundancy Principle
d) Continuity Principle
e) Coherence Principle
Training Design
Following is the detailed training design that included all the activities for an hour-long
event
14
e) 2+/2+ initiative
a flipped lesson.
understanding
15
h) Shared lessons and finalize one together using google docs or Sakai
k) Feedback
C. Wrap up
Challenges
To develop an hour-long training module within a few weeks was a challenging task. The
design and development of the project required a considerable amount of time as it involved
back and forth communication with the learners, my advisor and instructor, receiving feedback
and making changing accordingly. The other obstacle was to gain the learners’ trust that they
could have a meaningful learning experience through this module. Part of the reason was there
were dozens of training and workshops conducted in DLI every year and some of them the
teachers did not find useful so it was hard to make them believe that it was worthwhile for them.
The participants took the training online; however, the instructor remained available
through Sakai, phone and email to help them if needed. The preparatory work was done online
ahead of time and then the lesson creation was done in class where instructor was physically
present. The instructor played the role of a facilitator as this was a participant-led training
session. The participants engaged in group discussions and hands-on activities to understand the
Soft copies (printable) of model flipped lesson (Included in the UCAT module)
Timeline
The development of this project continued through the fall of 2018. The first phase
implementation began in June 2018. The project was officially launched in November 2018.
Timeline
Timeframe ADDIE Steps Description
Before September 10 Analyze Completed
September 12-26 Design Storyboard completed
September 26 To October 1 Design Script, guidebook and job aids
outline
October 1 - 6 Evaluate Consulted with advisor and
colleagues to make sure project
was on right track
October 7-20 Develop Captivate shell, obtain images,
and finish script
October 21-25 Evaluate Got feedback from advisor and
instructor to make necessary
changes
October 26 – November 1 Evaluate Piloted training session with
volunteers
November 1- 5 Evaluation Revision based on piloting
feedback
November 3-7 Implementation Consult with the advisor on
how to launch the training
November 8-12 Implementation Launch the project
17
Implementation Plan
requirements for the instructors and Urdu teachers who attended the session. They were familiar
with the UCAT as they had been using it for a while, therefore, they did not have any problem
developing the module during the session. Once the module was finalized, the participants were
Resources
The learners had done the preparatory work online ahead of time and the lesson creation
was done in class. This training workshop was based on the flipped classroom approach as the
Urdu teachers was given the materials in advance to prepare them through guided practice and
work which helped them in the traning. It was also a good way to model how effective the
Videos or visual aids, e-learning module, a flip chart, smartboard, and printable materials
were used for the training. Using visual aids for training stimulates thinking and improved the
learning environment as it always helps to do away with the monotonous learning environment.
Videos and interactive activities also increased interactivity in the classroom because the
participants develop and increase their personal understanding of the topic when they find
Usability Testing
1) Demographic Survey
3) Observation
Demographic Survey
Before designing the training module, a survey (Appendix A) was conducted to gather
basic information about the learners. The survey gathered basic demographic information about
the test takers and whether they were interested in learning about the flipped classroom. Eighty
percent of the learners said that they had never heard of the term flipped classroom before
joining the DLI. All of the target audience had learned or tried to learn at least one foreign
language in their lives; however, 90% of them had never experienced flipped classroom as
students. Answering to a question, they all said they understood what 2+/2+/2 is about; however,
70% of them said they never received any formal training about the flipped classroom at all
while 30% of them said they got occasional training from the management. All of them agreed
that the need for such training was all times high. In addition, the entire group showed their
Pre-and Post-Tests:
The learners were sent an email asking for their participation in a survey, five days prior
to taking the training. Upon their agreement to participate in the survey, a web link to the survey
was sent to them, and they were given three days to complete the pre-test items. Pre and post test
questions (Appendix B) were carefully designed to test the same knowledge and to ensure that
the learners do not score higher in the post test just because they remember the correct answers
from the pre-test. Each test comprised of 10 items that mainly included multiple-choice
19
questions. These questions were designed to test the learners’ understanding of the flipped
approach, its key components and characteristics, role of a teacher in a flipped classroom, tools
implemented, and how it is different from a traditional approach. The last page of the module
was used provide links for the post-test to measure the learning of participants. The pre and post
tests were similar in length, and it took approximately 5-10 minutes for the learners to finish
each test.
Observation
The participants were provided with a link to the flipped part of the module on
11/06/2018 to study the materials at home or during their fee time. Since the test administrator
and the test-takers work in the same place (DLI), they informally agreed that the two days would
be enough for them to go through the flipped part of the content and they also all agreed to let the
administrator observe the targeted audience while they developed flipped modules in the in-class
session. The training session was held at 3:45 - 4:45 pm on 11/08/2018 in a training room at the
DLI, reserved by the test administrator for the training. A total of 10 participants attended the
training. The learners were instructed to come with their individual (DLI issued) laptops and
headphones required to listen to the content of the module. Time spent on observation ranged
from 45- 50 minutes, which was slightly more than what the test administrator anticipated,
mainly because some of the test-takers asked questions for clarification, in the middle of training
session. In the beginning, the test administrator briefly recapped the purpose of the training and
what to expect during the process and they also encouraged the participants to raise their hands
in case an explanation, on any part of the training, was needed. The administrator also kept an
observation checklist (Appendix D) to ensure that the event proceeded as planned or anticipated.
20
After the test-takers completed the training, the administrator asked them to rate the
module by using a 5-point Likert scale (Appendix C) from strongly disagree to strongly agree.
a) Navigation
c) Amount of practice
The survey was conducted through Google forms to maintain anonymity so that the test-
takers feel free to express how they felt about the module.
Tryout Conditions
There were plenty of well-equipped rooms for a one-hour training session in the Urdu
department, which could easily host 10 participants. A training room, in the Urdu department,
was reserved which had a Smartboard, Apple TV, about a dozen chairs, six medium-sized tables,
and a cupboard that carried a coffeemaker and other refreshment snacks, which were arranged by
the test administrator for the participants. The participants were only allowed to use their own
(DLI issued) laptops, which were connected to the DLI-wide Wi-Fi that is faster enough to run
Results
Entry Conditions
The participants of the training were briefed about the training before they started it. The
participants had sufficient knowledge of how to use laptops as everybody uses their DLI issued
MacBook for their daily work assignments. They are also very familiar with the UCAT and they
have not only used UCAT to deliver the content in the classroom but also developed materials
using it before; therefore, they were able to handle the training module without any major issue.
Instruction
The biggest discrepancy between the intended and the observed instructions was noted
when one of the participants forgot to bring their headphones and started his training without
listening to the narration. The videos were a critical part of the learning as it explained key
concepts about the flipped classroom. Upon noticing the problem, the administrator borrowed the
headphones from the DLI computer lab, located in the same building, which briefly paused the
Since all the participants were grown up professionals who had a lot of experience in
taking online/distant or in person trainings at the DLI, therefore, it was expected of them to be
taking control of their own learning by choosing what to skip and what to work on. They paced
their learning as they liked, and it was observed that some of the participants skipped practice
activities just after one try whereas they had the option to do them more than once to correct their
Outcomes
All of the five participants completed the entire training module. The pre-test mean score
was 8.6 and the post-test mean score was 12.6 with the difference of 4.0. A paired t-test
22
(Appendix F; Figure 2) was performed to test the hypothesis that there was no difference
between pre-test and post-test scores. The t-test analysis for the directional hypothesis indicated
that the learners made significant learning gains with the training module. The critical value in
the t-table at the degree of freedom 4 and alpha level 0.05 for the one-tailed distribution was
recorded as 2.13 and the t-test for this training module resulted in 5.65 which was greater than
the critical value (|t|=5.65 >2.13). Therefore, it was concluded that the learning module produced
learning gains for the participants and the null hypothesis was rejected that the pre-test scores
were equal to the post test scores. It was also verified from the findings that P (T<=t) two-tail
value of 0.002 was lower than alpha level of 0.05, which also allowed us to reject the null
hypothesis.
The learners’ reaction survey (Appendix C) conducted after the training indicated that the
learners, overall, found the training module very useful. All of them said the module was useful
for them and the users on average rated the module at 4.8 on a 5-point scale. Overall, the
participants rated the appropriateness of the practice activities at 4.4 on the 5-point scale as 60%
of them agreed and 20% strongly agreed that the activities were not only appropriate but also
concise. The learners liked the training place and conditions with the rating of 4.6 and all of them
When asked whether they felt confident in using flipped approach in the classroom, the
learners did not exhibit their confidence (3.4 points on average on a 5-point scale) in using
flipped approach in the classroom after this training. The reason could be that despite they made
learning gains as shown by t-test analysis, 90% in the initial survey reported that they never
experienced a flipped classroom as students and they needed more exposure and practical
23
The learners created a flipped lesson (link provided in the final project) which met some
of the rubric criteria. The learners did not write the learning objectives, so they were not able to
align the outcomes with the activities students will do before, during, and after the class.
However, the selected the right type of activities to teach vocabulary and grammar. The learners
also provided students with the right content to prepare them for the next day lesson. The flipped
part of the lesson had some activities that could keep the students engaged, however, the
activities based on summary writing were not the best choice. The lesson also lacked summative
assessment.
Recommendations
Based on the findings mentioned above, the following recommendations were provided:
1. Based on the post training questionnaire, it was revealed that the participants did not
really enjoy computer-generated audio (2.4 points on average on a 5-point scale with only 20%
approval); therefore, it was advised that the natural dialogues and human narrations should be
2. The UCAT doesn’t have the ability to create a table of content (navigation) which
some other similar delivery tools offer to make navigation easier for the users. Though the
learner did not mention anything about it in their formal feedback; however, when they were
asked by the administrator about the feature at the end of the training, they thought it would
make UCAT more user friendly. It was recommended to the UCAT programming team which the
administrator is also a part of that making improvement with regard to navigation that also
3. The post-test mean score for question 9, which was related to selecting tools that are
required to successfully flip a classroom, was 0.14 that showed slightly lower level of
improvement on part of the participants. It was recommended that the content related to the
flipped classroom tools should be revised as the scores indicated that the module did not explain
allows the learner to create a flipped lesson of their own. A template (Appendix F) has been
developed to guide each learner at every step of the way while developing their individual
flipped lessons.
Analysis of the data and the survey reports revealed that the participants made good
learning gains, and most of the expected learning outcomes were achieved. However, the post-
test results showed that one of the objectives concerning the learners’ ability to identify the tools
important for a flipped classroom, was not achieved as expected. In general, t-test analysis
showed that the learning took place as the mean score for the post-test was significantly higher
than the mean score of the pre-test. Based on the findings and the observations, it was highly
recommended that the module should contain a table of contents and complete navigational
control.
25
References
Guthrie E.R. (1935). The Psychology of Learning. New York: Harper & Row.
NJ.
Handbook for Basic Course Curriculum Development. (2018). Monterey, CA: DLIFLC.
Harasim, L. M. (2017). Learning theory and online technology: How new technologies are
https://www.simplypsychology.org/bobo-doll.html
Vygotsky’s philosophy: Constructivism and its Criticisms Examined Liu & Matthews,
Appendices
Appendix A
Demographic Survey
6. If answer to the above question is yes, then which primary method was used in your
language class?
9. If the answer to the above question is yes, please briefly explain your understanding of
10. Have you ever taken a course that was in a flipped classroom format?
11. Were you given adequate training to implement the curriculum based on flipped
concept?
12. Do you think new graduation standard of 2+/2+/2 is achievable in Defense Language
Institute?
13. Do you think the flipped approach is the right method to achieve 2+/2+/2 goal in
Appendix B
I. Pre-Test
a) teacher-centered
b) student-centered
a) reversed in order
b) rehearsed frequently
c) repeated daily
29
c) Teacher teaches first in class and then the students do practice activities at home
management.
a) Yes
b) No
30
8. Select the tools, which can be helpful in successfully flipping a classroom. Select all
that apply.
a) YouTube
b) Google Docs
c) A Video Camera
d) Study table
a) Facilitator
b) Corrector
c) Delivering lecture
10. Which one the following are teacher’s roles in the flipped classroom? Select all
that apply.
b) Creating instructions/activities
To change
To disrupt
reversed in order
rehearsed frequently
repeated daily
Teacher teaches first in the classroom and then the students do practice
at home
32
teacher-centered
student-centered
Facilitator
Translator
Lecture provider
8. Select the tools, which can be helpful in successfully flipping a classroom. Select
YouTube
Google Docs
A Video Camera
Study table
33
9. Which of the following are teacher’s roles in the flipped classroom? Select all that
apply.
Creating instructions/activities
10. In a flipped classroom, the teacher completely loses control over classroom
management.
c) Yes
d) No
34
Appendix C
Appendix D
Observation Checklist
Appendix E
Pre post
Pre Post
Mean 8.6 12.6
Variance 1.8 0.8
Observations 5 5
Pearson Correlation 0.04166667
Hypothesized Mean Difference 0
Df 4
t Stat -5.6568542
P(T<=t) one-tail 0.00240634
t Critical one-tail 2.13184679
P(T<=t) two-tail 0.00481268
t Critical two-tail 2.77644511
Appendix F
Author:
Lesson Title:
Subject Area:
Grade Level:
Time Needed:
Step 1
Learning Objectives:
Clearly write the learning objectives and outcomes that align with the activities students will do
before, during, and after the class. It is not enough to for students to just read, listen, watch, and
The success of your flipped class depends on the alignment of what you want your students to
Activity
38
Which instructional approach fits best for the main learning activity? Choose the evidence based
instructional approach will fit the main learning activity (i.e.: direct or indirect instruction, peer-
Step 2
What instructional materials and resources will you use for students to familiarize themselves
with the content prior to class? The pre-class work should set the scene for the in-class activity.
What kinds of activities will motivate students and prepare them for class? What questions will I
ask students? What should students be able to do to prepare? Align & match these activities
with the learning objectives.
Step 3
Classroom Activities
39
Step 4:
Post-class activities
How will students continue the learning experience from the inside class activity to outside of
class? Align & match these activities with the learning objectives.
Step 5
Formative Assessment
How will you evaluate student’s learning and progress? Evaluation and assessment are ongoing
throughout the process. Plan how you will evaluate the effectiveness of the flipped experience
Summative Assessment
Step 6:
Is everything well connected? Is the lesson coherent? Have a colleague review your
plan and give feedback.
40
Appendix G
Reaction Survey
1 2 3 4 5
Strongly Disagree Disagree Undecided Agree Strongly Agree
Q3. I feel confident that I can effectively use the learned skills.
Q4. My knowledge has increased or/and my skills have improved with this training.
Q5. After this training I will be able to use the flipped approach.
Link to Prototype
http://itcdland.csumb.edu/~mfarooq/Capstone/FlippingUrduClass%20(2)/module_21013.htmla