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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:

A great needs assessment IDA! You seem to understand this process well. I have just a few notes for you: Your context, symptoms, and first problem statement are in great shape. But your revised problem statement (step 6) has the teachers as the subject of the sentence, and it points to instruction that they are not providing. I have two concerns about step 6. First, though you are correct in not using the *students* as the subject of the problem statement, it is a bit problematic to name the teachers as well. That is sort of like blaming the teachers. And once again, it is the instruction that we can tackle with instructional design, so let's just say that the current instruction situation is the problem. I know that is what you are already saying, but this is probably better: "Second grade classrooms are not providing adequate instruction or practice in persuasive writing." Meantime, however ... The second concern I have about the problem statement is that in your list of prioritized needs in step 5, you provide this logical and persuasive rationale for focusing on the teachers as the higher priority need - and that is excellent; but then your revised problem statement still focuses on the instruction teachers are delivering. I would suggest adjusting your context at this point (yes, that is ok) and revising your problem statement to focus on the professional development program in the school (if there is one) or district that is not adequately supporting teachers in teaching writing. Thus, something like "The professional development program at Mason Elementary School is not adequately preparing second grade teachers to teach writing." Then you can set instructional goals (step 7) the way you have them - in terms of what the teachers' needs are. A final note for your instructional goals - they need to be phrased in terms of what teachers will be able to do as a result of the instruction you'll develop. The goal is not that the teachers will receive instruction (as you have put it) but that they will be able to do something better than what they are currently doing. Instruction becomes a means to that goal. But kudos for basing your instructional goals on the priorities you identified in your analysis! And other than the above points, your data collection, description of needs, etc. really look excellent. Well done! 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:

2nd grade classroom at Mason Elementary.

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:

The 2nd grade classroom at Mason Elementary is part of an elementary school which is included as part of the Gwinnett County Schools. Mason Elementary is part of larger community and strives to produce well educated citizens. A variety of general education subjects such as math, reading and writing are taught as part of the overall curriculum.

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:

Students in the 2nd grade classroom are unable to write a persuasive piece of writing that passes the Gwinnett County writing standards.

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:

Students who are unable to write a passing persuasive piece of writing in second grade will have difficulty passing the 3rd grade writing assessment for the state of Georgia.

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:

Second grade classrooms at Mason Elementary does not adequately prepare its students to meet the Gwinnett County writing standards for persuasive writing.

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:

a. Collect writing samples from students. b. View instructional resources available to teachers. c. Interview teachers to see if they feel adequately prepared to teach writing.

Your final response:

a. The samples collected showed the students are struggling in their writing ability. b. The resources available showed there is an inadequate number and quality of resources. c. Out of the teachers interviewed, 75% felt they were not adequately prepared to teach writing.

Your final response:

1. Teachers feel there is not enough available resources in writing instruction(felt need). 2. Students need more instruction and practice in persuasive writing(normative need). 3. More students need to score 'meets' or 'exceeds' in standards (normative need). 4. Teachers feel they are not prepared to teach writing (felt need).

*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:

1. Teachers feel they are not prepared to teach writing (felt need). 2. Teachers feel there is not enough available resources in writing instruction(felt need). 3. Students need more instruction and practice in persuasive writing(normative need). 4. More students need to score 'meets' or 'exceeds' in standards (normative need).

Your final response:

The reason that #1 is #1 is that if teachers don't think they are prepared to teach writing adequately, then they probably aren't prepared. If they are not prepared, then the quality of instruction diminishes and the quality of the writing produced declines. If there are not enough resources available, this could be another reason teachers do not feel adequately prepared to teach writing. If the teachers are more prepared and if the resources are available, then, I believe, the students would get more instruction and practice in persuasive writing. Finally, if all of the above happens, then more students would 'meet' or 'exceed' the standards in writing.

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:

2nd grades teachers at Mason Elementary are not providing adequate instruction or practice in persuasive writing.

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:

1. 2nd grade teachers will receive instructional support/professional development in teaching writing. 2. 2nd grade teachers will receive more instructional resources. 3. 2nd grade teachers will provide more practice in persuasive writing for their students.

 

Your final response:

The reasons #1 and #2 are most important is that if teachers are better trained and have better quality instructional resources, then the students writing will improve.

The instructor's feedback to step 7:

No specific feedback given on this step.