Learning Experiences: Learning Outcomes Evaluation, Resources Management, Strategies and Environment Unit #: 1 Didactic resources Topic #: 2 Needs analysis and its use to select teaching resources Lcda. Diana Estrada Mg. Subtopics Subtopic 1: Needs Analysis and its role in the selection of teaching. Subtopic 2:Needs Analysis Tools: Necessities, Lacks and Wants. Subtopics Subtopic 3: Gathering Information: framework for Analyzing. Subtopic 4: Evaluating Needs Analysis. A Objective Discuss and analyze the role of teaching materials in a learning program and its use. Introduction Curriculum development include processes used to determine the needs of learners and to develop aims for a program. To address those needs, to determine an appropriate syllabus, course structure, teaching methods, and materials, and to succeed an evaluation of the language program it is necessary to emphasize that result on these processes. (Nunan, 1991) and (Richards J. C., Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. , 2013) Warm-up activity: Go to the link provided and try to complete the activity. https://quizlet.com/_8qtv3h?x=1qqt&i=1246w0 Subtopic 1: Needs Analysis and its role in the selection of teaching. Richard (2001) indicated that the ability to formulate goals enables language teachers to consider in the instructional process what to be attained after the completion of the teaching-learning process. This is known as teaching goals that can be drawn based on the results of a needs analysis or needs assessment. Richard (2001) The need analysis is usually based on the experiences faced by the learners in relation to the teaching and learning process and the learning strategies. Subtopic 1: Needs Analysis and its role in the selection of teaching. Objective Needs Objective needs supported by personal data study of learners like gender, age, legal status, nationality, and background about the learner's education, prelanguage courses, current language proficiency, language patterns, difficulties in the foreign acquisition, current or future profession. Figure 2 Types of needs. (taken from Language Curriculum Design) (pág. 25) Subtopic 1: Needs analysis and evaluation. Subjective Needs Subjective needs are the acquisition of cognition and emotional needs of learners. It refers to the requirements inferred from the "affective and cognitive factors" of the learners. These factors include the learners' personality, selfconfidence, personal cognitive styles, expectations: and self-esteem during the educational process. Subtopic 1: Needs analysis and evaluation. Figure 3. Questions for focusing needs (table taken from Language Curriculum Design) (pág. 26) Subtopic 1: Needs analysis and evaluation. Subjective Needs In concordance with Graves (2007), learners' selected information must be gathered to gauge the subjective needs. It means the learners' attitudes concerning learning, the intended culture, the language, their expectations for themselves and the language course, and their "underlying purposes." Sometimes emotional needs cannot be distinguished readily. Sometimes they can not be specified even by learners themselves. (Graves, 2007) Subtopic 1: Needs analysis and evaluation. Discovering Needs “Need, desires, and deficiencies include some comparison or relation to lists of things which will act because of the course's learning goals. He emphasized that an exception to the current is to base the course on what the learners request. During this case, the lists are created by the learners". (Nation, 2009) Subtopic 2: Needs Analysis Tools: Necessities, Lacks and Wants The Various Focuses of Needs Analysis Necessities: What is necessary in the learners’ use of language? For example, do the learners have to write answers to exam questions? (Mustafa Zamanian, Sara Mohammadi Kashkouli, Sorour Seddighi, 2015) Lacks: What do the learners lack? For example, are there aspects of writing that were not practiced in their previous learning (L1, L2)? Nation, (2009) Figure 5. The Various Focuses of Needs Analysis. (taken from Language Curriculum Design) (pág. 24) Wants: What do the learners wish to learn? (Nation, 2009, pág. 29). Subtopic 2: Needs Analysis Tools: Necessities, Lacks and Wants Necessities Needs are not always clear and are always changing so it is important that needs are looked at from a variety of perspectives at a variety of times The perspectives can vary according to the type of need (lack, necessities, wants; or present knowledge, required knowledge, objective and subjective needs), the source of information (present learners, past learners, teachers, present tasks and materials, future tasks and materials, future colleagues or future assessors or teachers), the data-gathering tools (text and discourse analysis, interviews, questionnaires, observation, negotiation and discussion, reflection on experience. (Mustafa Zamanian, Sara Mohammadi Kashkouli, Sorour Seddighi, 2015) Subtopic 2: Needs Analysis Tools: Necessities, Lacks and Wants Lacks The learners themselves are also a very useful source of information about lacks. (Nation, 2009, pág. 28) There are different ways to get learners to talk or show what do the need to improve. One of the best is to let them to talk about how and what to do in an assignment, performing a writing activity or the usual that is in a proficiency test. Subtopic 2: Needs Analysis Tools: Necessities, Lacks and Wants Wants Interviewing or asking them to answer a questionary is one of the best choices to know what they really wish. Students can be given a series of items that may describe their wants. (Nation, 2009, pág. 29) Subtopic 2: Needs Analysis Tools: Necessities, Lacks and Wants Conclusion To illustrate the “target needs” more explicitly, it is more useful to look at the target situation in terms of “necessities”, “lacks” and “wants”. (Juan, 2014). In conclusion, needs analysis must lead to decisions about what will be learned during a course. Subtopic 3: Gathering Information: A framework for Analyzing. Needs analysis conclusion have to be well-adjusted in contrast to constraints found in environment analysis, specially the time limitation. Figure 4. Methods and examples of need analysis (Table taken from Language Curriculum Design) (pág. 27) SUBTOPIC 3: GATHERING INFORMATION: A FRAMEWORK FOR ANALYZING. Demands when developing teaching materials. Development of materials involves the production of a widespread series of educational resources to illustrate methods but at this time things had changed due to teachers' mindfulness of two issues. (Núñez Pardo, 2004) • The huge production in the interest of methodologies and materials used for teaching; • The importance of including students' voices in order to update teaching materials in terms of the way learners would be interested in learning and what they need to learn in today's increasingly globalized world. 19 Subtopic 3: Gathering Information: A framework for Analyzing. The effectiveness of materials applied during the learning teaching process basically depends on how meaningful, relevant and motivating they are to the learners. These three conditions are met when there is a match between the materials and tasks proposed in them, with the learners' needs, interests, attitudes and expectations. (Núñez Pardo, 2004) Subtopic 3: Gathering Information: A framework for Analyzing. Conclusion Language teachers must lead their students to have materials designed in a way they interact appropriately with their necessities and interests to facilitate teaching-learning process. Subtopic 4: Evaluating Needs Analysis. What effective teaching involve? The effective teaching model of teaching is correspondingly to the top-down philosophy of teaching, in the sense that once the characteristics of effective teaching are identified, teachers must aim to implement such practices in their own classes. (Richards J. C., 2012, pp. 66–68) Subtopic 4: Evaluating Needs Analysis. The four questions are: There are at least four fundamental questions that have to be answered when it is intended to develop a curriculum. Richard (2001) 1) What educational purposes should the school seek to attain? 2) What educational experiences can be provided that are likely to attain these purposes? 3) How can these educational experiences be effectively organized? 4) How can we determine whether these purposes are being attained Kelly (2009) Subtopic 4: Evaluating Needs Analysis. The Politics curriculum development guarantees that the formulated goals are up-to-date so that it responds and Curriculum (New/ / Developed/ revitalized Information Technology, Science Culture Fig. 7. Economics fulfills needs of learners and needs of learners in relation to the society. Social Factors changed affecting curriculum development It means that the outputs of the implemented curriculum in any education level respond and suit needs of society after the completion of their education period. Subtopic 4: Evaluating Needs Analysis Needs Analysis Evaluation Needs analysis is considered assessment and consequently it can be evaluated by considering reliability, validity and practicality. Rather than just observing people performing tasks that learners will have to do after the course, it is better to systematize the observation by using a checklist, or by recording and apply standardized analysis procedures. (Nation, 2009) Subtopic 4: Evaluating Needs Analysis Conclusion Taking into account learner´s needs effective materials make learners feel comfortable and confident because both the content and type of activities are perceived by them as significant and practical to their lives. Bibliografía Cambridge, D. (2020). Retrieved from https://dictionary.cambridge.org/es/diccionario/ingles/thinking Graves, K. (2007). Designing language courses: A guide for teachers. Boston: Heinle & Heinle. Juan, L. (2014). Literature Review of the Classifications of "Needs" in Needs Analysis Theory. . International Journal of Education and Literacy Studies, 2(3), 12-16. Obtenido de Retrieved from http://www.journals.aiac.org.au/index.php/IJELS/article/view/535/447 Kelly, A. V. (2009). The Curriculum: Theory and Practice. . SAGE Publications. Mustafa Zamanian, Sara Mohammadi Kashkouli, Sorour Seddighi. (2015). Book Review : Designing Language and Teaching Curriculum : Based on Nation and Macalister ’ s 2010. Nation, I. S. (2009). Language curriculum design. . New York, NY: Routledge. : Routledge. Nunan, D. (1991). Syllabus design. Oxford University Press. Núñez Pardo, A. P. (2004). Key Aspects for Developing Your Instructional Materials. Profile: Issues in Teachers´ Professional Development,, 5(1), 128-139. Obtenido de Retrieved from https://revistas.unal.edu.co/index.php/profile/arti Richards, J. C. (2001). Curriculum Development in Language Teaching. (C. U. Press., Ed.) Cambridge. doi:10.1017/CBO9780511667220 Richards, J. C. (2012). Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press. Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. . 44(1), 5–33. . doi:10.1177/0033688212473293