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Transcript of NEEDS ANALYSIS
The process of identifying and analyzing needs.
What is Needs Assessment?
When Should Needs Analysis be developed?
At the beginning of the program ---> needs assessment can be used to determine course content.
During the program ---> it assures that learner goals and program goals are being met and allows for necessary program changes.
At the end of the program ---> needs assessment can be used for planning future directions for the learners and the program (Marshall, 2002)
Why is Needs Assessment important?
It aids administrators, teachers, and tutors with learner placement, developing materials, curricula, skills assessments, teaching approaches, and teacher training.
It assures a flexible, responsive curriculum rather than a fixed, linear curriculum determined ahead of time by instructors.
It provides information to the instructor and learner about what the learner brings to the course (if done at the beginning), what has been accomplished (if done during the course), and what the learner wants and needs to know next.
Survey questionnaires of learners’ needs and goals.
Inventories of language and literacy use
Learner interviews to assess needs and interests
Personal or dialogue journal
Timelines to express learners’ short-term and long-term goals
SURVEYS AND QUESTIONNAIRES
Many types of questionnaires have been designed to determine learners’ literacy needs.
For beginning learners who do not read L2, pictures depicting different literacy contexts (such as using a telephone, buying groceries, driving a car, and using transportation) can be shown, and learners can mark the contexts that apply to them. (e.g. 1)
Frequently learners indicate what they already know or want to know by checking in the appropriate column or box, or they may be asked to use a scale to rank the importance of each item. (e.g. 2)
INVENTORIES OF LANGUAGE
A more open-ended way to get the same information that surveys offer is to have learners keep lists of ways they use language and literacy and to update them periodically (McGrail & Schwartz, 1993). (e.g. 3)
This kind of assessment, learners make written or pictorial timelines indicating major events in their lives (past and present). They also indicate future goals. Timelines help the teacher become more aware of learners’ backgrounds.
Learners’ journals—where they write freely about their activities, experiences, and plans—can be a rich source of information about their literacy needs (Peyton, 1993).
Experiment with and review the language
Express frustrations and struggles
Communicate with the teacher
Discover student interests.
Build relationships with students.
Reflect on teaching practices
Mr. Israel Contreras
Needs assessment is a continual process and takes place throughout the instructional program
(Burnaby, 1989; Savage, 1993), thus influencing student placement, materials selection, curriculum
design, and teaching approaches (Wrigley & Guth, 1992).
1. In the "K" column write what you Know about NEEDS ANALYSIS
2. In the "W" column write what you Want to know
3. In the "L" column don't write anything, and put your copy away.
You have got 5 minutes to answer the example inventory of language, and analyze and comment with the person next to you how useful this exercise would be in your classroom.
Interviews with learners, either one-on-one or in small groups, in their L1 or in L2, can provide valuable information about what learners know, what their interests are, and the ways they use or hope to use literacy
Write a 4-line note to your teacher.
Directions: With the person next to you, imagine he/she is your teacher and you are asking for clarification because you didn't understand the subject (Simple Present), and you didn't want your classmates to make fun of you.
TEACHER, after you receive the note explain your student in a tender way so he/she feels comfortable to keep on asking and give a short advice on how he/she could improve his/her English.
By the way :
You may now answer the last column of your chart.
"L" stands for what I Learned today.
Assessing Learner Needs in the Adult ESL Classroom Trainer Guide pp. III-A3-III-A105 (Center for Adult English Language Acquisition - CAELA)
Needs Assessment & Learner Self-Evaluation pp.II-5-II-27 (Marshall 2002)
Macmillan Publishers Ltd 2003 (Business Section)
Journal of Language Teaching and Research, Vol. 6, No. 3, pp. 679-684, May 2015