Topic+2+-+Student+Wiki

=Ideas:=

**Types of Needs:**
1. Normative -exist when the target population's performance is less than the established norm -identified by comparing the target audience against a national standard (SAT, CSAP, ACT, AP) 2. Comparative: -to another equivalent peer -first identify an area of comparison, then compare performance levels (two similar classes, two individual students etc.) 3. Felt -a desire or want that an individual has to improve either his or her performance or that of the target audience -best identified through interviews or questionnaires (face to face is best) -what could be done to improve your work performance/what could be done to improve the performance of the target audience? 4. Expressed -a felt need turned into action -a wait-list for a course indicates the expressed need -enrollment data/suggestion boxes 5. Anticipated or future -a means of identifying changes that will occur in the future -implementing new strategies based on a perceived need -identified through interviews and questionnaires (similar to felt) but with more questions about what future changes the teachers will need 6. Critical Incident -a failure that might be rare but has significant consequences -identified by analyzing potential problems (fire drills/lockdown)


 * Performance Assessment: **

"For training to be effective, it must address the appropriate problem and not a symptom" "If we know the source of the problem, then we can determine the appropriate solution!" "Another technique, job analysis, is a listing of all the tasks an individual performs in a job." Series of goals based on the body of knowledge will help those involved understand what is expected and what they must master.

Examples: Students are not completing homework assignments due on Mondays à  improve motivation and/or offer incentives for performance. (LACK OF MOTIVATION OR INCENTIVE)


 * __Chapter 3__**

"It is essential, therefore, early in the planning process, to give attention to the characteristics, abilities and experiences of the learners - both as a group and as individuals."

=Dakota Ridge Cohort Spring 8w 2011=

** Practice Exercise **

= Conducting a Needs Analysis =

Scenario: An instructional designer is asked to improve the remedial reading curriculum for ninth-grade students. He finds that students are continually tested and evaluated on reading, that the objectives are appropriate and clear, and that the materials for teaching are excellent. However, teachers are not using the materials as designed, nor are they reporting results correctly because of minimal competencies in design and evaluation.

1. Define the performance problem(s). 2. Describe some probable causes of the problem(s)? 3. State briefly the appropriate solutions. 4. Write an instructional goal appropriate for the problem.

Using Table 2.2 on page 45 as a reference, complete the table below with the information from the scenario.


 * Problem || Cause || <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Solution || <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Goal ||
 * <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Why aren’t teachers using materials? || <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Know how <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Or held accountable <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Don’t care to change their wayward ways || <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Professional development. <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Clear expectations, administrative backing <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Collaborative process between ID and SME || <span style="display: block; font-family: 'Times New Roman'; font-size: 12pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Appropriate use of materials and evaluation. Improved reporting. ||

=Questions?=

=Comments= ||
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**Name** || **Project** ||
 * Faye's Needs Analysis and Objective || [[file:Topic 2 Needs Analysis .doc]] ||  ||
 * Curt's Needs Analysis || [[file:Curt_EDTC602_Needs+Analysis_final.doc]] ||
 * Michelle's Needs Analysis || [[file:Michelle+Christensen.doc]] ||
 * Marcia || [[file:blum_NeedsAnalysis.doc]] ||
 * Mike || [[file:NEEDS ANALYSIS.doc]] ||
 * Betty || [[file:Needs+Analysis+Format wk2.doc]] ||
 * Joe || [[file:Joe Volk Needs Analysis.doc]]