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Instructional Design Activity: Needs Analysis

 

Overall Instructor Rating: Exemplary

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:

Your IDA is very well-done! You demonstrated a good understanding of the needs assessment process. Here are just a few notes: 1. The identification of the context is right on target. The description of the broader system is pertinent too. 2. Good job. 3 & 6. The problem statement is very well written and to the point, although your original statement hasn't been changed. One thing to note is that the context in which the problem is identified and following instruction will be delivered is usually used as the subject of a problem statement. In your case, it might be more appropriate to state "Habersham Central High School English classes do not effectively prepare the students to..." instead of labeling the English teachers as the root of the problem. In reality, teachers may be part of the reasons that students do not do well in something, but there must be other mediating factors too. So using "generic" terms is sometimes more accurate. [Note from Greg: The problem statement will be very well written after you follow Ying's advice here. :) It is the instruction that we can design or re-design, not the people. So, from an instructional design point of view, it is the current instruction situation that is the problem, not the learners or the teachers per se. As Lloyd said, the context should be the subject of the sentence.] 4 & 5. Excellent! It's a smart move to collect information from both students and teachers as your buddy suggested. I like the fact that you used different approaches to verify the normative need in improvement of analysis skills transfer and the perceived need in students' attitudes towards poetry. 7. Goal 1 is well stated! You surely understand what instructional goals should look like. To me, Goal 2 will be a natural result of accomplishment of goal 1, and it is not behavioral in nature. It will not hurt to leave goal 2 out. Great job overall! Ying [Note from Greg: Along with my comment above, I approve of Ying's feedback.]

 

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:

Habersham Central High School English classrooms

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 Habersham Central High School English classes are part of the Habersham County School System, which includes all the public schools in Habersham County. The only high school in the county, Habersham Central High School is part of a larger community of parents, teachers, and community leaders dedicated to providing a quality education to the students. The high school is accredited by the Southern Association of Colleges and Schools (SACS) and is part of the educational system of the state of Georgia. All public high schools in Georgia are responsible for teaching the Georgia Performance Standards in the classrooms.

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 English classes moan when poetry is mentioned and often say, "I can't understand it." Students often score lower on exams when poetry examples are used rather than prose examples. Students do not apply the correct tools for analyzing poetry.

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 are not able to transfer their understanding of literary devices from prose to poetic forms. They do not understand that the devices they use for analyzing prose (metaphor, simile, alliteration, allusion, sound devices, etc.) can be applied effectively to poetry to aid in understanding.

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:

Habersham Central High School English teachers do not adequately prepare its students to transfer analyzation skills from prose to poetry.

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:

Interview students to determine pre-conceived ideas/opinions regarding poetry; Administer test of literary devices to determine students' understanding of the tools available to them; Discuss with English teachers the various techniques/activities used to teach poetry analyzation and the relative success of each technique.

Your final response:

Students' opinions of poetry: do they not apply the analyzation tools because they do not understand them or because they simply do not like poetry? Students' scores on the literary device test (confirm understanding of the literary tools). Come to a consensus among English teachers of the most effective teaching techniques/activities.

Your final response:

Students do not value poetry because it requires more effort for understanding (felt need); Students do not effectively apply the literary devices to poetry as required by the Georgia Performance Standards (normative need); Students do not score as well on poetry tests as compared to prose tests (comparative 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:

Students do not effectively apply the literary devices to poetry as required by the Georgia Performance Standards (normative need); Students do not score as well on poetry tests as compared to prose tests (comparative need); Students do not value poetry because it requires more effort for understanding (felt need);

Your final response:

As a direct result of teaching students to effectively apply the literary devices to poetry, students' scores on poetry tests will improve. Improving their grades and helping them be successful in understanding poetry will, in turn, help them see the value of poetry.

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:

Habersham Central High School English teachers do not effectively prepare its students to transfer analyzation skills from prose to poetry.

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. Students will be able to analyze poetry using the TP-CASTT system (Title, Paraphrase, Connotation, Attitude, Shift, Title, and Theme). 2. Students will have improved scores on tests using poetry examples.

 

Your final response:

By providing students with the tools for analyzing poetry and teaching them how to use those tools effectively, students will be more comfortable in their skills when it comes time for tests.

The instructor's feedback to step 7:

No specific feedback given on this step.