Tracie - Learning Journal #2

As I read through these three chapters on needs, task, and learner analysis, I realized how much we as teachers do this on a daily basis, albeit informally. I remember learning about needs analysis in my curriculum grad class about fifteen years ago. I don't, however remember task or learner analysis. This made we wonder if they were even used then, and when I checked the dates in the book, they were all 1997 or later. This would have been well after my Master's work was complete, but I'm not sure if the book simply used the latest research to cite.
I found the chapter on learner analysis (Chap. 7) very interesting. Maslow's hierarchy on p. 124 reminded me that many of our students come in with the bottom two sections unmet. They are needing breakfast, or witnessed an ugly fight between their parents, and this reminded me that until those needs are met, the student is very much a captive audience. Then again, so are all teachers at most of the inservices we attend!
I have to admit, I really did not understand the distinctions being made in Smith and Ragan's approach (p. 129-131). I am hoping we can talk about this at class on Thursday. Okay, as I sit and reread to write this, I think I'm starting to get it - I was comparing them wrong. Stable similarities are the things all humans have - eyes, ears, etc., and changing similarities are those physical things that can change - physical dexterity, intellect, etc. Stable differences are things like learning style - it is different among people but doesn't generally change. Changing differences are things like skills, beliefs etc. that are different among people but can still change over time.
I was excited to see the sections on Universal Design. I am part of a professional learning community using UD to create lessons that are accessible for all students. We are uploading them to SharePoint so teachers around the county can use them. It's good work.
I did an informal needs assessment when trying to determine what teachers in our school need/do to try to achieve Green School status. I sent out a survey to all teachers with questions such as, "Do you know what a Green School is?", and "Have you ever taught a lesson that promotes Green School ideas?", and "Would you be willing to learn more about Green schools?". From the answers to this survey, we were able to form a Green School comittee with people who were interested, and start the training for people who had never heard of it before. I think this is most in line with Rossett's five step approach, since we conducted the needs assessment in stages, then used the findings for decision making (p. 97).
My task analysis example is actually from my classroom. In 5th grade, students are supposed to receive an introductory lesson on microscopes. First I do an informal needs assessment by giving a pretest, then I try to determine which steps students are the weakest in. From there, I have to break down the steps for using a microscope into sections. We start with everyone having a microscope in front of them and pointing to the parts. Then, they practice the steps to correctly focus with nothing on the stage. Then, I give them a prepared slide to practice on, because the objects they are looking at do not move. Finally, I give them a live culture to try to focus on and draw. With some students, we may have to repeat tasks until they can complete them successfully, but by midyear, all students are using microscopes independently - even my special education kids. I think this is most similar to Dick, Carey, and Carey's Instructional Analysis since this has a very specific goal - focusing the microscope - and a specific set of subordinate skills necessary to perform the instructional goal.