DELTA 2010-2011

Needs AnalysisAnalysing Learner Needs

Edith Flahive

DELTA 2010-2011OverviewWhat are Learner Needs?Types of Learner NeedsWhy Identify Learner Needs?Approaches to Needs AnalysisComponents of Needs AnalysisTechniques Used in Needs AnalysisConclusionLearning StylesLearning Styles and Instructor GoalsTypes of Learning StylesReferences

What are Learner Needs?The needs of a learner represent the gap betweenwhat the learner wants to get out of the learningexperience and his or her current state ofknowledge, skill and enthusiasm (Noessel, 2003).Types of Learner NeedsCognitiveRecognise good questionsAsk good questions Get help from expertsPractise problem solving Think independentlyCreate work productsProcess new informationUse learning resources (Blooms Taxonomy, 1956)

Affective

Attain goalsNurture positive attitudes Be open to feedback from others Have time for reflection and self-assessmentPossess well-founded self-confidence Define and respond to locus of controlHave a sense of belongingUnderstand motivations of others (Blooms Taxonomy, 1956)

Psychomotor

Be in a comfortable settingHave transportation Have child care Get enough sleepHave good diet/adequate energy levelsExerciseHave access to equipment and toolsEngage in appropriate and timely demonstrations (Blooms Taxonomy, 1956)

Social

Communicate with peersGive and receive supportExperience external motivation Make a differenceInteract while problem solvingExplore and challenge conventionsGrow with friendsManage time and tasks (Vgotsky, 2006, Dewey, 2005)

Why Identify Learner Needs?Helps administrators, teachers and tutors with learner placement, developing materials, curricula, skills assessments, teaching methods, and teacher training.Assures a flexible, responsive curriculum, rather than a fixed, linear curriculum predetermined by instructors.Provides information for the instructor about what the learner brings to the course (if carried out at the beginning), what has been accomplished (if conducted during the course), and what the learner wants and needs to know next.Approaches to Needs AnalysisA Sociolinguistic ModelMunby (1978) targets communicative competence.

A Systemic ApproachRichterich & Chancerel (1977) investigate learner needs before acourse starts as well as during the course and by teachingestablishments such as their place of work and sponsoring bodies(Jordan, 1997).A Learning-Centred ApproachHutchinson & Waters (1987)

Learner-Centred Approaches

Perceived vs felt needs (Berwick, 1989).Product vs process oriented interpretations (Brindley, 1989).Objective vs subjective needs (Brindley, 1989). A Task-Based Approach

Long (2005a, p.3) states that in this approach, tasks arethe units of analysis and samples of the discourse typicallyinvolved in performance of target tasks are collected. Long argues that structures or other linguistic elements(notions, functions, lexical items, etc.) should not be a focalpoint of teaching and learning.Components of Needs AnalysesNo single approach to needs analysis can be a reliableindicator of what is needed to enhance learning.Dudley-Evans & St John (1998: 125) propose a modernand comprehensive concept of needs analysis whichencompasses all the above mentioned approaches andincludes the following components:

Techniques Used in Needs AnalysisDirect observationQuestionnairesConsultation with persons in key positions or with specific knowledgeInterviewsFocus groupsTestsClass discussions

ConclusionNeeds analysis needs to be ongoing in order to provideappropriate instructional input to foster effectivelearning (Chaudron, 1990).

From each according to his ability, to each according to his needs(Karl Marx, 1875).Learning StylesWhat are learning styles?

Stewart and Felicetti (1992: 17) define learning styles as thoseeducational conditions under which a student is most likely to learn.Thus, learning styles are not really concerned with whatlearners learn, but rather how they prefer to learn.Learning Styles and Instructor GoalsResearchers agree that we do have various learning styles andpreferences, however, there is disagreement on how to bestmeasure learning styles (Coffield et al., 2004). Merrill (2000) suggests that instructional strategies should first be determinedon the basis of the type of content to be taught or the goals of the instruction, and learner styles or preferences then be used toadjust or fine-tune these fundamental learning strategies.Types of Learning StylesVisual LearnersVisual Learnerslearn through seeing

These learners need to see the instructors body language and facial expression to fully understand the content of alesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions. They often prefer to takedetailed notes during a lecture so they can absorb the information. They learn best from visual aids like the following:

Illustrated textbooksVideosDiagrams/ChartsSlides Overhead transparenciesHand-outs

Auditory LearnersAuditory Learnerslearn through listening

These learners need to hear the instructors lectures, listen to discussions, talk things through and listen towhat others have to say. Auditory learners interpret the underlying meanings of speech through listening totone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard.They learn best from auditory aids like the following:

Tape recorders (replay lectures later)Reading written text aloud Verbal repetitionSpeechesGiving presentationsCreating mnemonics and musical jingles

Kinesthetic LearnersKinesthetic learnerslearn through moving, doing and touching

These learners need a hands-on approach. They may find it hard to sit still for long periods and may becomedistracted by their need for activity and exploration. They learn best from hands-on experiences and aids likethe following:

Touching and feeling materialsMoving around while receiving informationScientific or lab type experiments Gesturing when speakingTaking frequent study breaksSnacking or chewing gum while studying/listening to lectures

Multiples IntelligencesHoward Gardner (1983) claims that all human beings have multiple intelligences. These intelligencesare located in different areas of the brain and can either work independently or together. He believesthat all human beings possess the following nine intelligences in varying amounts:

Verbal-Linguistic IntelligenceMathematical-Logical IntelligenceMusical IntelligenceVisual-Spatial IntelligenceBodily-Kinesthetic IntelligenceInterpersonal IntelligenceIntrapersonal-IntelligenceNaturalist IntelligenceExistential Intelligence

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ReferencesAuerbach, E. R. (1994). Making Meaning, Making Change: Participatory Curriculum Development for Adult ESL Literacy. Washington, DC & McHenry, IL: Centre for Applied Linguistics and Delta Systems.Berwick, R. (1989). Needs assessment in language programming: from theory to practice. In R. K. Johnson, (Ed.), The second language curriculum (pp. 48-62). Cambridge: Cambridge University Press.Bloom, B. S. (1956). The Cognitive Domain. New York: David McKay Co Inc. Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum. (pp. 63-77). Cambridge: Cambridge University Press.Chaudron, C. (1990). Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press.Davis, B. G. (2001). Tools for Teaching. San Francisco: Jossey-Bass.Dewey, J. (2005). Democracy & education. (Reprint edition.) New York: Free Press. Dick, W. O., Carey, L., & Carey, J. O. (2004). The systematic design of instruction. Boston: Allyn & Bacon.Dudley-Evans, T., & St John, M. J. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.Jordan, R. R. (1997). English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.Krumsieg, K., & Baehr, M. (2000). Foundations of Learning. Lisle, IL: Pacific Crest.Long, M. H. (2005a). Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second Language Needs Analysis (pp. 1-16). Cambridge: Cambridge University Press.McKeachie, W., & Svinicki, M. (2006). McKeachies Teaching Tips: strategies, research, and theory for college and university teachers. Boston: Houghton Mifflin.Marx, K. (1875). http://en.wikipedia.org/wiki/Critique_of_the_Gotha_Program http://en.wikipedia.org/wiki/From_each_according_to_his_ability,_to_each_according_to_his_needMunby, J. (1978). Communicative Syllabus Design: A sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge: Cambridge University Press.Noessel, C. (2003). Free range learning support. Interaction Design Institute. http://www.interaction-ivrea.it/theses/2002-03/c.noessel/need.htmProvitera-McGlynn, A. (2001). Successful Beginnings for College Teaching: Engaging Your Students from the First Day. Madison, WI: Atwood.Richterich, R., & Chancerel, J. L. (1977). Identifying the needs of adults learning a foreign language. Oxford: Pergamon Press.Vygotsky, L. S. (2006). Mind in society: The development of higher psychological processes. In Cole, M., John-Steiner, M., Scribner, S., & Souberman, E. (Eds.), Cambridge, MA: Harvard University Press.

I RISKED AND GREWNOW SO CAN YOU!

Target Situation Analysis:includes objective, perceived and product-oriented needs.Strategy or Learning Needs Analysis:includes subjective, felt and process-oriented needs.Present Situation Analysis:estimates strengths and weaknesses in language, skill, and learning experience.Means Analysis:the environment in which the course will be run.Register Analysis:focuses on vocabulary and grammar of the text.Deficiency Analysis:considers learners present needs and wants.

Discourse Analysis:investigates how sentences combine into discourse.Genre Analysis:focuses on the regularities of structure that distinguishes one type of text from another.