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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:

A great Needs Assessment IDA. You seem to understand this process very well. Your context, symptoms, and problem statement are in great shape. I though it was quite interesting that you used the idea of not teaching to mastery as the problem in your first version. This is quite appropriate, but none of my students has framed it this way before. Cool! You did revise this out of your problem statement in the end, and I think your revised version is also fine. Your data gathering (step 4) looks great. One thing to keep in mind about the needs you identify based on your data (step 5): if "Students could not see the need to learn about cells or cellular function," then this may not support the idea that there is an instructional need here. If, according to students, this content is not important, then they are not agreeing that knowledge of cell functions is a need. So you will need to use the other data you have available to you as a counter-weight to the students' view (curriculum standards would be a common source for this, along with other data you collect), if you are to argue for this as an instructional need. And then, of course, you'll probably be designing instruction that helps students to see this need. Your instructional goals (step 7) are very clear and appropriate. 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:

The 7th grade Science Curriculum

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 7th grade Life Science Curriculum consists of 3 classes of 210 students at Carver Middle School, a Title I school of approximately 800 students and 60+ teachers and staff.

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 are unable to identify parts of a cell, nor are they able to describe the functions of a cell. They consistently missed questions related to cells on the practice CRCT tests, and cannot label a diagram correctly. They struggle with describing the function of each part of the cell to the teacher.

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:

According to state mandated Science standards, 7th grade Life Science students should have a clear understanding of the parts of a cell and their function. This will help prepare them for high school Biology, a required course for graduation in Georgia. If they cannot identify and describe the parts and functions of a cell, they will struggle with more difficult content later in their educational career.

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:

The 7th grade Life Science classes do not teach the unit on cells and cell processes to mastery.

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:

Utilize pre-tests and post-test material, Interview students and science teachers, Look at performance tasks and assessments to see progress

Your final response:

Participant scores on a test, Participant knowledge about the subject, Participant performance on an assigned task with clear objectives

Your final response:

Students believe that vocabulary is too difficult in this unit. (felt need) Students do not understand why cells function the way they do, nor do they understand how cells make up many larger units of life. (normative need) Students don't score well on this section of the CRCT test compared to state average. (comparative need) Students could not see the need to learn about cells or cellular function. (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:

Students could not see the need to learn about cells or cellular function. Students do not understand why cells function the way they do, nor do they understand how cells make up many larger units of life. Students believe that vocabulary is too difficult in this unit. Students don't score well on this section of the CRCT test.

Your final response:

Students need to understand why they are learning about the material in order for them to be motivated to learn it. They also need a foundation by using new vocabulary and will need to practice it frequently. Students should score better on CRCT tests if they have these tools.

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:

The 7th grade Life Science content about cells and cellular function does not effectively communicate concepts to students.

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:

Students enrolled in 7th grade Life Science will be able to identify and describe the function of each of the parts of a cell. Seventh grade Life Science students will be able to describe how cells work to make living things function in their environment.

 

Your final response:

These goals are important because they will help students master the concepts related in the learning objectives. They can show mastery and use higher-order thinking skills to build their knowledge about cells.

The instructor's feedback to step 7:

No specific feedback given on this step.