DELTA 2010-2011

1. DELTA 2010-2011 Needs Analysis Analysing Learner Needs Edith Flahive

2. Overview • What are Learner Needs? • Types of Learner Needs • Why Identify Learner Needs? • Approaches to Needs Analysis • Components of Needs Analysis • Techniques Used in Needs Analysis • Conclusion • Learning Styles • Learning Styles and Instructor Goals • Types of Learning Styles • References

3. What are Learner Needs? The needs of a learner represent the gap between what the learner wants to get out of the learning experience and his or her current state of knowledge, skill and enthusiasm (Noessel, 2003).

4. Types of Learner Needs Cognitive • Recognise good questions • Ask good questions • Get help from experts • Practise problem solving • Think independently • Create work products • Process new information • Use learning resources (Bloom’s Taxonomy, 1956)

5. Affective • Attain goals • Nurture positive attitudes • Be open to feedback from others • Have time for reflection and self-assessment • Possess well-founded self-confidence • Define and respond to locus of control • Have a sense of belonging • Understand motivations of others (Bloom’s Taxonomy, 1956)

6. Psychomotor • Be in a comfortable setting • Have transportation • Have child care • Get enough sleep • Have good diet/adequate energy levels • Exercise • Have access to equipment and tools • Engage in appropriate and timely demonstrations (Bloom’s Taxonomy, 1956)

7. Social • Communicate with peers • Give and receive support • Experience external motivation • Make a difference • Interact while problem solving • Explore and challenge conventions • Grow with friends • Manage time and tasks (Vgotsky, 2006, Dewey, 2005)

8. 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.

9. Approaches to Needs Analysis A Sociolinguistic Model Munby (1978) targets communicative competence. A Systemic Approach Richterich & Chancerel (1977) investigate learner needs before a course starts as well as during the course and by ‘teaching establishments’ such as their place of work and sponsoring bodies (Jordan, 1997).

10. A Learning-Centred Approach Hutchinson & Waters (1987)

11. Learner-Centred Approaches • Perceived vs felt needs (Berwick, 1989). • Product vs process oriented interpretations (Brindley, 1989). • Objective vs subjective needs (Brindley, 1989).

12. A Task-Based Approach Long (2005a, p.3) states that in this approach, tasks are the units of analysis and “samples of the discourse typically involved in performance of target tasks are collected”. Long argues that “structures or other linguistic elements (notions, functions, lexical items, etc.)” should not be a focal point of teaching and learning.

13. Components of Needs Analyses No single approach to needs analysis can be a reliable indicator of what is needed to enhance learning. Dudley-Evans & St John (1998: 125) propose a modern and comprehensive concept of needs analysis which encompasses all the above mentioned approaches and includes the following components:

15. Techniques Used in Needs Analysis • Direct observation • Questionnaires • Consultation with persons in key positions or with specific knowledge • Interviews • Focus groups • Tests • Class discussions

16. Conclusion Needs analysis needs to be ongoing in order to provide appropriate instructional input to foster effective learning (Chaudron, 1990). “From each according to his ability, to each according to his needs” (Karl Marx, 1875).

17. Learning Styles What are learning styles? Stewart and Felicetti (1992: 17) define learning styles as those “educational conditions under which a student is most likely to learn”. Thus, learning styles are not really concerned with what learners learn, but rather how they prefer to learn.

18. Learning Styles and Instructor Goals Researchers agree that we do have various learning styles and preferences, however, there is disagreement on how to best measure learning styles (Coffield et al., 2004). Merrill (2000) suggests that instructional strategies should first be determined on the basis of the type of content to be taught or the goals of the instruction, and learner styles or preferences then be used to adjust or fine-tune these fundamental learning strategies.

19. Types of Learning StylesVisual Learners Visual Learners learn through seeing… These learners need to see the instructor’s body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions. They often prefer to take detailed notes during a lecture so they can absorb the information. They learn best from visual aids like the following: • Illustrated textbooks • Videos • Diagrams/Charts • Slides • Overhead transparencies • Hand-outs

20. Auditory Learners Auditory Learners learn through listening…… These learners need to hear the instructor’s lectures, listen to discussions, talk things through and listen to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. Theylearn best from auditory aids like the following: • Tape recorders (replay lectures later) • Reading written text aloud • Verbal repetition • Speeches • Giving presentations • Creating mnemonics and musical jingles

21. Kinesthetic Learners Kinesthetic learners learn 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 become distracted by their need for activity and exploration. They learn best from hands-on experiences and aids like the following: • Touching and feeling materials • Moving around while receiving information • Scientific or lab type experiments • Gesturing when speaking • Taking frequent study breaks • Snacking or chewing gum while studying/listening to lectures

22. Multiples Intelligences Howard Gardner (1983) claims that all human beings have multiple intelligences. These intelligences are located in different areas of the brain and can either work independently or together. He believes that all human beings possess the following nine intelligences in varying amounts: • Verbal-Linguistic Intelligence • Mathematical-Logical Intelligence • Musical Intelligence • Visual-Spatial Intelligence • Bodily-Kinesthetic Intelligence • Interpersonal Intelligence • Intrapersonal-Intelligence • Naturalist Intelligence • Existential Intelligence

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24. References Auerbach, 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). McKeachie’s 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_need Munby, 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.htm Provitera-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.

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