Running head: FLIPPED & OPEN ARCHITECTURE APPROACHES 1

Implementing Flipped & Open Architecture Approaches in DLI Urdu Classes

Muhammad Farooq

California State University – Monterey Bay

IST522 Instructional Design

Professor Farrington

December 12, 2017

FLIPPED & OPEN ARCHITECTURE APPROACHES 2

Table of Contents

Implementing Flipped & Open Architecture Approaches in DLI Urdu Classes ................ 4

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

Analysis............................................................................................................................... 5

Need Assessment ............................................................................................................ 5

Learner Analysis ............................................................................................................. 9

Context (Workplace/Environmental/Setting) Analysis ................................................. 10

Content Analysis ........................................................................................................... 10

Design ................................................................................................................................11

Learning Objectives .......................................................................................................11

Test Instruments ............................................................................................................ 12

Media and Delivery System Decisions ......................................................................... 13

Instructional Strategies and Activities .......................................................................... 13

Agenda ...................................................................................................................... 14

Development and Implementation .................................................................................... 15

List of Major Deliverable.............................................................................................. 15

Development Plan ......................................................................................................... 16

Implementation Plan ..................................................................................................... 17

Evaluation ......................................................................................................................... 17

Summative Evaluation .................................................................................................. 17

FLIPPED & OPEN ARCHITECTURE APPROACHES 3

Formative Evaluation .................................................................................................... 17

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

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

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

URDU RESULTS 2016-17 ........................................................................................... 20

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

Initial Survey for Urdu Teachers ................................................................................... 21

Appendix C ....................................................................................................................... 22

Initial Survey for Urdu Students ................................................................................... 22

Appendix D ....................................................................................................................... 23

Test Instruments ............................................................................................................ 23

FLIPPED & OPEN ARCHITECTURE APPROACHES 4

Implementing Flipped & Open Architecture Approaches in DLI Urdu Classes

Introduction

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 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 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 was

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. Within four to six months,

a new curriculum based on flipped classroom and open architecture approaches was developed.

The purpose of the open architecture was to give more freedom to the teaching teams to make

necessary changes to the curriculum according to (the) needs of (the) students. After three

different classes of students took the course during the year-and-a-half period, the Urdu program

was not able to achieve the desired results, instead, the listening results dropped a little bit. Upon

receiving the students’ feedback and holding 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 (the) flipped part of the homework assignments,
FLIPPED & OPEN ARCHITECTURE APPROACHES 5

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.

Analysis

Need Assessment

The DLI Urdu students will be required by 2020 to get at least 2+/2+/2 to pass the DLPT;

therefore, the management at the DLI had decided to make radical changes to 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.

Last year, with the old curriculum, 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 meet the new criteria in order to produce the military linguists

who are equipped to fulfil newly required national security needs of the United States.

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

adequately trained to implement this new student-centered curriculum, they; as a result, still

apply lecture-based approaches to the components of this new curriculum where they can. They

need more assistance to adjust to their new roles. It also appeared that current teaching is

comprised of the teachers with (the) same age group and skillsets, which, according to the

teachers, lacks the necessary diversity. At least, one teacher said if the teaching team is
FLIPPED & OPEN ARCHITECTURE APPROACHES 6

reshuffled, bringing in some teachers, who currently teach the first semester and are believed to

have (a) sound understanding (of) the language pedagogy, may help with implementing these

new changes.

Besides, 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 have dropped significantly in recent years; as a result,

some language instructors lost their jobs in recent months. There is a sense of uncertainty among

the Urdu teachers regarding their job security, making it more difficult for them to show more

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

DLI management takes necessary steps to address the uncertainty issue.

In order to understand the issues that emerged during the implementation process of the

newly designed Urdu curriculum, data was collected through questionnaires circulated among

the Urdu teachers and the military students separately. The teaching team is comprised of four

teachers while there are six students at the moment (students’ number at DLI always fluctuates

depending on the needs of the US forces).

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

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

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

of them and they are doing their best to meet the new standards.

Answering a question whether the management has put the best teaching team together

and has made adequate materials and sources available to them, almost every teacher said this is

not the best team; at least 50% of the teachers said they think the current team lacks basic skills
FLIPPED & OPEN ARCHITECTURE APPROACHES 7

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

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

curriculum, 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.

However, all of the Urdu students, as it appeared in the data study, liked the new

curriculum 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.

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

new curriculum, the Urdu department chairs said they had consulted the teachers they deemed

necessary and also put some teachers in the committee that was responsible for creating a new

scope and sequence. They also maintained that key teaching, curriculum development, testing

teams and academic specialists were given a chance to provide the core committee with their

feedback about its outline and scope and sequence before the committee had finalized it and the

management approved it.

FLIPPED & OPEN ARCHITECTURE APPROACHES 8

The management feels there is a potential in the newly designed curriculum to achieve or

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

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

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

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

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

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

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

will create a model lesson using flipped classroom and open architecture approaches. As

mentioned above, reshuffling the teaching team can change things for the better.

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

(a) minimum of 2+/2+/2 in listening, reading, and speaking by 2020. The Urdu students will

have the language proficiency beyond (the) 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 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.
FLIPPED & OPEN ARCHITECTURE APPROACHES 9

Learner Analysis

The focus of this training will be two groups, Urdu teachers and the military students.

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 causes a lot of problem for some teachers.

However, the DLI management holds periodic trainings and refreshers to keep the faculty abreast

of (the) latest changes and developments. Similarly, a majority (of) the students come to the DLI

without any prior langue learning experience, except the little exposure to Spanish that they get

in their high schools. Most of them did not know a lot about Pakistan, where Urdu is spoken,

before coming to the DLI. The students, however, have no problem with learning and operating

new technological tools; they learn it very fast if they are not familiar with a particular tool.

Teachers are required to get ILR level 3 during the Oral Proficiency Interview which

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

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

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

session to get officially certified. The DLI students go through an extensive process, which is

called the Defense Language Aptitude Battery (DLAB) to test their potential for language

learning. They are required to get at least 120 points in the DLAB test to get selected as military

linguists. In most cases, their DLAB scores correlate with the grades they get at the DLI. The

study of the Urdu students’ DLAB scores shows that most of the current Urdu students have a

great potential to learn a complex foreign language such as Urdu.

FLIPPED & OPEN ARCHITECTURE APPROACHES 10

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

them to have plenty of 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 get paid (an) extra amount each month if they pass

the DLPT. The teachers’ motivation, on the other hand, has been slightly on the downside due to

downsizing in the department.

Context (Workplace/Environmental/Setting) Analysis

I have been working at the DLI for last five years so most of the knowledge I have about

the workplace environment comes through observations, teaching experiences, discussions with

students and teachers on (a) daily basis, and access to the organizational records. There are

plenty of well-equipped rooms for a one-hour training in the Urdu department, which can easily

host 4 teachers and 10 students. All the rooms, at least, have a computer and a smartboard, Apple

TV, about a dozen chairs, six tables, and a cupboard that carries a coffeemaker and other

refreshment snacks. Since it is (a) 47-week course, which is very intense for the students and the

teachers, they may find it difficult to take time out for this training.

Content Analysis

Col. Deppert, Commandant DLIFLC (2016) said: “Our whole organization and thus our

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

professional military linguist possible.” (p2) The DLI has been pushing very hard for achieving

2+/2+/2 for last few years, which is why there is a need for the Urdu faculty to figure out a way

to achieve these goals sooner than later. The overall goal is to explain to the teachers and the

students why it is important to implement the flipped approach fully in order to achieve the
FLIPPED & OPEN ARCHITECTURE APPROACHES 11

desired results. Each activity is designed to have the teachers and students think about what was

the thought process behind flipped approach and how it can enhance the students’ language

proficiencies. The component topics for the participants will be combined as follows:

 The participants will refresh their knowledge about the 2+/2+/2 plan

 The participants will learn or refresh their knowledge about flipped and open

architecture approaches

 The participants will learn about the challenges they face in achieving higher

proficiency in Urdu

 The participants will learn how implementing flipped and open architecture

approach(es) can reduce their workload

 The participants will be provided with a chance to create a model lesson plan

outline

The participants must master the above-mentioned topics, particularly implementing

flipped and open architecture concepts. Their success will be determined by the model

lesson they will create based on their understanding of the topic.

Design

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.

 Terminal Objective: Given the DLI guidelines for a model lesson, the participants

will be able to create a plan to ensure implementation of the new curriculum

FLIPPED & OPEN ARCHITECTURE APPROACHES 12

based on flipped/open architecture approaches in Urdu third semester classes that

address all of the challenges they are facing during the implementation phase.

 Enabling Objectives: From memory, 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.

 Enabling Objective: 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.

 Enabling Objective: Given the checklist for a DLI model lesson for 2+/2+/2 goal,

the Urdu teachers and students will be able to create an outline for a model lesson

based on the flipped/open architecture approaches that conforms (to) the DLI

guidelines for a flipped/open architecture classroom.

Test Instruments

There will be multiple choice questions during the warm-up phase of the third activity

titled “Let’s Talk Solution” to activate their background knowledge about the DLI’s policy on

flipped and open architecture approaches. This test item will help assess the participants’

understating about the flipped/open architecture approaches, providing the trainer a chance to

clarify any misunderstandings they 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

each section of enabling objectives, testing will occur to test the participants’ understanding and
FLIPPED & OPEN ARCHITECTURE APPROACHES 13

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 select the model outline from the outlines they will create. The process will not

only allow them to give each feedback but also provide the trainer with an opportunity to assess

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

Media and Delivery System Decisions

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 (a) 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 other teachers have applied this approach and found it effective, the

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

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

and print materials. 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 hands-on 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.

Instructional Strategies and Activities

There will be one main instructor in the room to conduct the training while two other

teachers who have implemented the flipped and open architecture concepts will also provide help

when necessary. The instructor will play (the) role of a facilitator as this will be a participant-led
FLIPPED & OPEN ARCHITECTURE APPROACHES 14

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.

Agenda

1. Introduction (5 mins.)

A. What is the main objective of this training?

B. How the content will be presented

C. What are the expectations from the participants?

D. What are the participants’ expectations from the training?

E. Review of the 2+/2/2 plan.

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

mins.)

A. Discuss in groups discuss the challenges they face to achieve 2+/2+/2 goal

B. Share with all participants the list of challenges

C. Prioritize challenges required to be solved

D. Briefly list potential solutions to these challenges

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

A. Quiz the participants to activate their background knowledge on the topic

B. Present two interactive videos on flipped and open architecture approaches

C. Discuss how flipped and open architecture approaches can help achieve 2+/2/2

4. Let’s Find Out “Me” Aspect: Group Discussion Teaches Who Know Vs Who (Teaches &

Students) Don’t Know. (10 mins.)

A. Share finding of survey on workload in Urdu

FLIPPED & OPEN ARCHITECTURE APPROACHES 15

B. What is in it for ‘me’ (teachers experienced with flipped classroom share their

story with the participants)

C. Discuss in groups how flipped classroom and open architecture can reduce

workload. Each participant will propose three things.

D. A multiple-choice test item to conclude the segment on how workload can be

reduced

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

A. Provide the DLI model lesson checklist to the participants

B. In groups, create outline/structure for a model lesson

C. Share outlines and finalize one together

D. Instructor provides feedback

6. Summary (5 mins.)

A. Key points of the objectives learned

B. Questions and thoughts

C. Formative assessment of the training

7. References

8. Wrap up

Development and Implementation

List of Major Deliverable

 Module created in UCAT

 PowerPoint Presentation

 Two videos on flipped and open architecture concepts

 Hard copies of different discussion questions

FLIPPED & OPEN ARCHITECTURE APPROACHES 16

 Hard copies of hands-on activities

 Scholarly article for reference

 Flip charts to create model lesson outline

 Checklist of a DLI model lesson

 Multiple choice quizzes for comprehension

 Feedback survey on the course

Development Plan

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 one main instructor who will be helped by two teachers experienced with

implementing the flipped and open architecture approaches. 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 is expected to create a comprehensive module

that fits within an hour, yet fulfills all the needs. A three-member team that includes the

instructor and two experienced teachers with the flipped and open architecture approaches will

be made to develop the plan for training. The entire process should not take more than a year.

Timeline:

1. Constituting the team – 1 day

2. Initial meeting of the team – 3 days

3. Draft development – 15 days

4. Peer Review of the draft – 10 days

5. Revision of the draft – 10 days

6. Developing module in UCAT – 3 days

FLIPPED & OPEN ARCHITECTURE APPROACHES 17

7. Finalizing the module – 10 days

8. Revising the final product – 5 days

9. Implementation – 15 days

10. Feedback and revision – 5 days

11. Outcome Review – 20 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 UCAT 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 what one thing 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 group discussions, pair work, hands on

activities, and quizzes, it gives 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
FLIPPED & OPEN ARCHITECTURE APPROACHES 18

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.
FLIPPED & OPEN ARCHITECTURE APPROACHES 19

References

Deppert, P. J. (2016). Priorities at DLIFLC. Dialogue on Language Instructions, 26, 1-2.

FLIPPED & OPEN ARCHITECTURE APPROACHES 20

Appendices

Appendix A

URDU RESULTS 2016-17

Year Listening 2+ Reading 2+ Speaking 2

2016 40.5% 45.9% 30%

2017 33% 33% 30%

FLIPPED & OPEN ARCHITECTURE APPROACHES 21

Appendix B

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 curriculum?

A. Yes

B. No

50 percent selected B

4. Do you get the necessary help from the management to implement the new
curriculum?

All the teachers believe their supervisor do not know Urdu and it’s not helpful in
addressing the language-specific issue.
FLIPPED & OPEN ARCHITECTURE APPROACHES 22

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 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’

FLIPPED & OPEN ARCHITECTURE APPROACHES 23

Appendix D

Test Instruments

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

architecture approaches? Choose the best or all that apply.

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.

FLIPPED & OPEN ARCHITECTURE APPROACHES 24

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.

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.

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.
FLIPPED & OPEN ARCHITECTURE APPROACHES 25

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.

3. 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.