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ELT03 Lesson 3

This document provides an overview of frameworks for developing educational materials and conducting needs assessments. It discusses several frameworks proposed by different authors that outline the key components and stages of developing materials, including starter, input, language focus, tasks. It also discusses the importance of needs assessment in aiding placement, selecting materials, and designing flexible curricula. Various needs assessment tools are described, such as surveys, interviews, reviews of materials, discussions, journals, and timelines. Needs assessment is presented as an ongoing process that takes place throughout instruction.

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Adrian Joseph Leoparte
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Download as PDF, TXT or read online on Scribd
66 views

ELT03 Lesson 3

This document provides an overview of frameworks for developing educational materials and conducting needs assessments. It discusses several frameworks proposed by different authors that outline the key components and stages of developing materials, including starter, input, language focus, tasks. It also discusses the importance of needs assessment in aiding placement, selecting materials, and designing flexible curricula. Various needs assessment tools are described, such as surveys, interviews, reviews of materials, discussions, journals, and timelines. Needs assessment is presented as an ongoing process that takes place throughout instruction.

Uploaded by

Adrian Joseph Leoparte
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson 01

ELT03-
LESSON 3
ADRIAN JOSEPH A. LEOPARTE
INSTRUCTOR, CTE
LECTURE FOCUS
NUMBER 1 NUMBER 3

FRAMEWORK FOR
NEEDS ASSESSMENT
MATERIALS
DEVELOPMENT
NUMBER 2

THE MATERIAL
PREPARATION CYCLE
A number of writers have proposed a unit outlines or
frameworks for material development.
For example, Rozul (1995, p. 213) reports a lesson
format (based on Hutchinson and Waters, 1984)
which includes the following key components:
Starter
Input
General Information
Language Focus
Tasks

Concepts & Fortez (1995, p. 74) describes a


Definitions framework (also based on
Hutchinson and Waters, 1994)
which has eight sequential
‘features’,
Concepts & Richards (1995, pp. 102–3)
Definitions describes the process of designing
a ‘design or frame for a unit in a
textbook’ which can ‘serve as
formulae which the author can use
in writing the book’
Concepts &
Definitions Flores (1995, pp. 60–2) outlines a
lesson format with the following
basic stages:
Basic stages:
NO. 3
NO. 2
NO. 1

Using Grammar Reading for


Listening with Understanding
Understanding in Oral
Interaction
Examples and Illustrations
NO. 5
NO. 4

Writing Literature
PROCEDURES:
Identification of need for materials
Exploration of need
Contextual realization of materials
Jolly and Bolitho (2011, p. 113) have Pedagogical realization of materials
an interestingly different approach to Production of materials
frameworks and focus not on a unit Student use of materials
framework but on a framework for Evaluation of materials against agreed
developing materials which involves
objectives
the following procedures:
Figure 1. Cycle of Material Development
What Is Needs Assessment?

The word "assess" comes from the Latin term "assidere,"


which means to "sit beside."

The needs assessment focuses and builds on learners'


accomplishments and abilities rather than on deficits, allowing
learners to articulate and display what they already know and
can do (Auerbach, 1994; Holt, 1994).
NEEDS ASSESSMENT
EXAMPLE 1

Needs assessment is a
continual process and takes
place throughout the
instructional program
(Burnaby, 1989; Savage,
1993), thus influencing
student placement, materials
selection, curriculum design,
and teaching approaches
(Wrigley & Guth, 1992).
EXAMPLE 2

As Burnaby (1989) noted,


"The curriculum content and
learning experiences to take
place in class should be
negotiated between learners,
teacher, and coordinator at the
beginning of the project and
renegotiated regularly during
the project" (p. 20).
EXAMPLE 3

At the beginning of the program,


needs assessment might be used to
determine appropriate program types
and course content; during the
program, it assures that learner and
program goals are being met and
allows for necessary program
changes; at the end of the program, it
can be used for assessing progress
and planning future directions for the
learners and the program
Why Is Needs
Assessment
Important?
POINT 1

It aids administrators, teachers, POINT 2


and tutors with learner placement
It assures a flexible,
and in developing materials, POINT 3
responsive curriculum
curricula, skills assessments,
teaching approaches, and teacher rather than a fixed, linear When learners know that
training. curriculum determined educators understand and want

ahead of time by to address their needs and


interests, they are motivated to
instructors.
continue in a program and to

learn.

Assessment Tools
SURVEY
QUESTIONNAIRES

Frequently they consist of a


list of topics, skills, or
language and literacy uses.
The learners indicate what
they already know or want
to know by checking in the
appropriate column or box,
or they may be asked to
use a scale to rank the
importance of each item.
LEARNER-COMPILED INVENTORIES
OF LANGUAGE AND LITERACY USE.

A more open-ended way to get the


same information that surveys offer is
to have learners keep lists of ways
they use language and literacy and to
update them periodically (McGrail &
Schwartz, 1993).
LEARNER
INTERVIEWS

Interviews with learners,


either one-on-one or in
small groups, in their native
language or in English, can
provide valuable
information about what
learners know, what their
interests are, and the ways
they use or hope to use
literacy.

REVIEW OF READING MATERIALS. 

An instructor can spread out a range


of reading materials on the table (e.g.,
newspapers, magazines, children's
books, comics, and greeting cards,
and ask learners which they would
like to read and whether they would
like to work in class on any of them.
CLASS DISCUSSIONS.
CLASS DISCUSSIONS.

Showing pictures of
adults in various
contexts, the teacher
can ask, "What literacy
skills does this person
want to develop?" and
have learners generate
a list.
PERSONAL OR DIALOGUE JOURNALS.

Learners' journals-where they write


freely about their activities,
experiences, and plans-can be a rich
source of information about their
literacy needs (Peyton, 1993).

TIMELINES. 

Learners can prepare


their own personal
timelines, in writing or
pictorially, that indicate
major events in their lives
as well as future goals.
Thank You
SEE YOU NEXT TIME

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