Needs Analysis - Group 11 Presentation PDF

GROUP 11 Kara Rose Tito Loraine yonson Ma. Theresa Tejamo Princess Gonzales TOPIC 1: MAKING USE OF THE INFORMATION OBTAINED TOPIC 2: APPLYING THE FINDINGS OF NEEDS ANALYSIS The results of a needs analysis will generally consist of information taken from several different sources and summar...

GROUP 11 Kara Rose Tito Loraine yonson Ma. Theresa Tejamo Princess Gonzales TOPIC 1: MAKING USE OF THE INFORMATION OBTAINED TOPIC 2: APPLYING THE FINDINGS OF NEEDS ANALYSIS The results of a needs analysis will generally consist of information taken from several different sources and summarized in the form of ranked lists of different kinds, such as the following: Situations in Differences Frequencies with which which English between the different transactions are learners' current carried out. is frequently proficiency level used. and the desired target level. Situations in Comments which difficulties most often made are encountered. by peopl e on  One of the findings of a needs analysis of problems of ESL students attending university lectures was a list of the frequency with which students experienced dificulties with speaking and listening skils (Gravatt, Richards, and Lewis The most common dificulties reported were (by 1997) rank): 1. Large-group discussions 2. Class discussions 3. Interactions with native speakers 4. Out-of-class projects 5. Small-group work 8. Demonstrator interactions However, such a listing provides little useful information about the precise types of problems the learners experience in relation to each event. Even i more detailed information had been provided, the results would still be impressionistic. Johns and Johns (1977) provide such a list based on a needs analysis of problems students have with discussions. The most frequent difficulties noted were as follows: 1.Difficulties in understanding spoken English due to the speaker's speed of speaking, idiomatic vocabulary, and unclear words. 2. Inability to respond quickly to a questions. 3. Fear of saying something incorrectly. 4. Inability to express a meaning in English. 5.Unfamiarity with the most appropriate way to express a function in English. 6. Unable to enter into a discussion with other students because some dominate the discussion,  APPLYING THE FINDINGS OF THE NEEDS FOR ANALYSIS: -Applying the findings of needs analysis in curriculum development means intentionally designing educational programs to address identified gaps and needs. Prioritization of Needs- needs will have to be prioritized because it may not be practical to address all of them in a language program, especially in light of the time constraints of the program. Curriculum Examination- Existing curriculum (when there is one) has to be examined to see to what extent the needs that have been identified are being met.  Categorization of Needs-Decisions will therefore have to be made concerning which of the needs are critical, which are important, and which are merely desirable. Subjective Interpretation-It is also important to remember that needs are not objective facts but subjective interpretations of information.  As Stufflebeam et al. (1985, 111) remind us: The process of analysis [of the results of a needs analysis] involves efforts that are thoughtful, investigatory, systematic, and carefully recorded so that they can be replicated and reviewed. The primary goal of analysis is to bring meaning to the obtained information and to do so in the context of some philosophy, relevant perspectives, and value positions that may be in conflict  Example of needs analysis that formed part of curriculum renewal in a state education system different views of problems emerged. A range view was also expressed therefore about what should be changed Learners’ view: more support for learning needed and reduction in the amount of material required to study. Academics’ view: better preparation for tertiary studies needed in terms of reading and writing skills. Employers’ view: better preparation for employment required in terms of basic communication skills. Teachers’ view: better grasp of grammar needed by learners. Brindley (1989) discusses differences between learner and teacher views of needs and suggest the importance of a negotiation process in order to satisfy and clarify each other’s assumptions. The same is true of other stakeholders in the curriculum. Needs analysis thus produces information that can be used in different ways. For example It may provide the basis for the evaluation of an existing program or a component of a program. It may provide the basis for planning goals and objectives for a future program. It may assist with developing tests and other assessment procedures. It can help with the selection of appropriate teaching methods in a program. It may provide the basis for developing a syllabus and teaching materials for a course. It may provide information that can be used as part of a course or program report to an external body or organization. THANK YOU