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Instructional Design Activity: Needs Analysis

 

Overall Instructor Rating: Satisfactory

Ratings explanation:

  • Exemplary - A model answer in almost every way (this is given out very rarely).
  • Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
  • Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
  • Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.

Instructor's Overall Feedback:

Very nice job! Just a few points for you to take note of: 1. The context/system of interest. It's interesting that you put this down as a prepositional phrase "In a 6th grade Social Studies Class." So you've identified the context well (the 6th grade class) but the context needs to become the subject of your problem statement (see notes on 3&6). So I wonder if the way you wrote out your context influenced you to overlook this in your problem statement. Bottom line: the context would be better expressed as a noun phrase, "The 6th grade Social Studies class at Local Middle School." By the way, I like your name "Local Middle School." It makes me think of Everyman. So I am thinking of your school as Everyschool, or Everymiddleschool or something like that. :) 1b. Excellent! 2. Good. 3.& 6. Remember Lloyd's instructions (below): "Your context should be the subject of the statement." This means that "The 6th grade Social Studies class at Local Middle School" should be the subject of the problem statement sentence. It is this class where the solution is to be implemented; therefore, in terms of *instruction,* this course is where a problem is not being addressed. Thus something like, "The 6th grade Social Studies class at Local Middle School does not adequately prepare ..." 4. Excellent. 5. Great - you are following the process. 5c. I see your reasons for the individual needs, but why this particular order of priorities? 7a. Excellent. These will serve as a good basis for moving ahead with the ID process. 7b. Again, why this particular order of priorities? That's it! Just take my feedback let your team project benefit from it when the time comes, and you should be in good shape. Again, great job! Greg

 

1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.

a. List the context, also known as the "system of interest".

Your final response:

In a 6th grade Social Studies class at Local Middle School.

b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.

Your final response:

Local Middle School consists of grades 6th through 8th. Each grade level is divided into teams with a teacher for each subject. There are approximately 4-5 teams per grade level. Local Middle School is located in Local county. There are 2 elementary schools, 1 middle school, and 1 high school. Within the 6th grade Social Studies class, instruction is teacher-mediated, computer-mediated communication tools (email) are used, resources (textbook), instructional tools (computer lab with Internet access), one primary instructor, and 25-28 participants that are mandated by law to attend.

The instructor's feedback to step 1:

No specific feedback given on this step.

2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.

Your final response:

When students are given the opportuntiy to use power point to create a presentation the majority of students aren't choosing this option. The few that do attempt this option demostrait little knowledge of the application.

Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.

Your final response:

Power point has become a basic application, like word, that students need to be able to use to be prepared for the future as a student and professional.

The instructor's feedback to step 2:

No specific feedback given on this step.

3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.

Your final response:

Local Middle School students are not prepared to use computer applications, such as power point, to make a presentation.

The instructor's feedback to step 3:

No specific feedback given on this step.

4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.

 

Data sources (who, what)

Information gathered

What did you find? (Needs)*

Example: Interview participants in course; administer class survey; administer test of understanding.

Example: Participant opinions on IDAs and course; Participant score on test.

Example: Participants believe there is too much jargon (felt need); Participants don't understand ID vocabulary as compared to other classes (comparative need); Participants don't score above national average (comparative need); Participants don't/couldn't see the relation between their work and the ID process)

Your final response:

Survey teachers; survey students; pre-test

Your final response:

Teacher input on power point use and skills of students; student opinion of sills; Test scores showing what students know and don't

Your final response:

Test scores are low and show students lack basic power point skills (Normative) Teachers want students to do more PPT presentations, but lack time to teach students how. (felt) Students have no experience working with PPT. (Normative) Students find power point confusing and feel overwhelmed when given no direction on how to use it. (felt)

*Note: You are not required to gather data; you can draw on your experience or imagination to list the data you might gather.

The instructor's feedback to step 4:

No specific feedback given on this step.

5. Prioritize your list of needs.Which are most important? Why are they most important?

Prioritized needs

Reasons/evidence for priority

Your final response:

Test scores are low and show students lack basic power point skills (Normative) Students have no experience working with PPT. (Normative) Students find power point confusing and feel overwhelmed when given no direction on how to use it. (felt) Teachers want students to do more PPT presentations, but lack time to teach students how. (felt)

Your final response:

The test scores allow you to identify the performace gap. Easy to tell what students know and don't know. Student input gives information on student experience and feelings towards the program. The teacher input isn't as valuable, but does state that others have the same problem and can benefit from the instruction.

The instructor's feedback to step 5:

No specific feedback given on this step.

6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.

Rewrite the problem statement here:

Your final response:

Local Middle School students don't have adequate training using power point to create presentations.

The instructor's feedback to step 6:

No specific feedback given on this step.

7. Identify the instructional goals. The last step in Needs Assessment is to list a few goals of instruction. Remember, not all goals can be solved through instruction. The instructional goals you identify will be the starting information for the next steps in the instructional design process. List the instructional goals in order of priority.

 

Instructional goals by priority

Reasons for importance

Your final response:

Student will be able to create, save, and open a PPT presentation. Students will be able to create a power point presentation consisting of at least five slides that include text in different fonts and sizes, at least one image, one Internet link, and one sound clip. Students will be able to present the PPT presentation to a class using good tone, posture, and smooth transition between slides.

 

Your final response:

Students need to know how to correctly start, save, and open their presentations while they work on them. If students are able to meet these tasks, they should be able to create a PPT presentation. They also should know how to open and present the presenation correctly to the class.

The instructor's feedback to step 7:

No specific feedback given on this step.