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Criteria of a good needs analysis 4 VMBO GL/TL

Based on Criteria of a good needs analysis by Alex Case for TEFL.net




1. Looks at their needs in many different ways

Our curriculum provides ample opportunities for practising their listening skills and reading
skills.
Listening skills: watching movies, series and you tube clips
Reading skills: looking up information about various subjects
Speaking skills: they practice preparing and giving an oral presentation for passing this
course, asking questions (e.g. to a guest lecturer after a lecture) having a conversation about
their preferences
Writing: giving their opinion including arguments, write a description of an artwork,
answering reflective questions

Chosen topics and activities that corresponds to their every day leisure time activities such as
watching you tube and TV, are highly motivating.

2. Has a clear purpose

VMBO students are used to learning by doing and having a clear goal and outcome.
Thus each lesson needs a clear goal and the student need a literary instruction on the expected
outcome. When working in pairs, be explicit about their individual contribution.


3. Is culturally appropriate

Compared to the United States, Dutch society is relatively tolerant toward homosexuality and
taboos. Although the fast food culture is a common feature and the documentary Supersize
me is rather shocking. Students can become aware of the effects that fast food may have on
their health.

4. Their preferred learning styles

The preferred learning style is learning by doing and reflecting on the outcome even for GL
and TL level, when compared to HAVO. When they receive an amount of input and process
the material with a palpable outcome result.

5. Self study discussion
Normally, they work with Go for it. The students are programmed to working with this
method, but also welcome some variation. (The method has but little communicative
assignments.) The method starts with a study guide, in which they tick the boxes. When
doing an
curriculum outside the method, an alternative framework can be provided. A rubric is a way
of both checking progress and working towards the expected output.


6. Includes a mix of skills
See point 1.

7. Interactive

Some assignments can be made interactive by building in some mutual dependence, such as
designing assignments for fellow students. Subsequently, they have to check each other work
and give feedback. Playing games and asking a guest question lecturer can all be interactive.

8. Student do not crash and burn
According to Stephen Krashen, the input should be one step beyond the learners current
language ability, represented as i + 1, in order to allow learners to continue to progress with
their language development. The VMBO students are very sensitive to compliments and
positive feedback. They process the task content and unconsciously enhance their language
knowledge while making their product.

WORKING WITH VMBO STUDENTS:
1. Students need to have positive experiences and the feeling that the teacher believes in
them. The teacher has to encourage students and give feedback. Successful experiences
improve the self-confidence of the students.
2. Students will become motivated and interested when the lessons are creative and attention
is paid to multiple intelligences. These facts will improve their learning process.
3.Teachers should be aware and pay attention to the problems students encounter.
(Differentiation, more intensive instructions)
4. Teachers should control the learning and planning process of the students. This can be
done by evaluating at the end of lessons during the project.
5. The learning goal and the process have to be clear for the students. The teacher needs to
coach during the process.


9. Links to a language point

The lesson planning should have a clear reference to the ERK objectives. (See our lesson
planning.)
In the Common European framework are mentioned the levels below that students of a
4 VMBO class have to acquire in four skills:
VMBO GL/TL:
Listening skills > A2/B1
Conversation skills > A2
Writing skills > A2/B1
Reading skills > A2 (10%)/ B1 (75%)/ B2 (15%)
Listening skills level A2 indicate:
I can understand phrases and the highest frequency vocabulary related to areas of most
immediate personal relevance (e.g. very basic personal and family information, shopping,
local area, employment). I can catch the main point in short, clear, simple messages and
announcements.
Listening skills level B1 indicate:
I can understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc. I can understand the main point of many radio or
TV programs on current affairs or topics of personal or professional interest when the
delivery is relatively slow and clear.
Spoken interaction skills level A2 indicate:
I can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar topics and activities. I can handle very short social exchanges, even
though I cant usually understand enough to keep the conversation going myself.
Writing skills level A2 indicate:
I can write short, simple notes and messages relating to matters in areas of immediate need. I
can write a very simple personal letter, for example thanking someone for something.
Writing skills level B1 indicate:
I can write simple connected text on topics that are familiar or of personal interest. I can write
personal letters describing experiences and impressions.
Reading skills level A2 indicate:
I can read very short, simple texts. I can find specific, predictable information in simple
everyday material such as advertisements, prospectuses, menus and timetables and I can
understand short simple personal letters.
Reading skills level B1 indicate:
I can understand texts that consist mainly of high frequency everyday or job- related
language. I can understand the description of events, feelings and wishes in personal letters.

10. Mixed levels.
VMBO Theoretische leerweg, Gemengde Leerweg, Kader and Basis levels differ greatly in
their comprehensive, cognitive abilities and motivation for school. A clear framework, with
explicit output requirements, examples and guiding questions can provide the student the
necessary support.
Also one can vary in more or less higher order questions (according to Blooms taxonomy).

11. Leaves a written record
Students are used to taking test and writing reports. One could combine a formative test with
more reflective output, using ICT and take it to another level. Factual knowledge can take
you so far, but learning to reflect can provide you with self-knowledge and world knowledge.

12. Includes functional language
Offering chunks can very useful, depending on the type of assignments. This is a form of
processing output according to Westhoffs pent pie.

13. Is also a level check and diagnostic test
The students levels can be assessed through a regular test, written records and presentations.
Related assignments and reflective assignments can be used in future curricula and be
imbedded in a context related unit form the used method.

14. Is an example of the kind of lesson you will be giving them.
The internet, film and social media environments is very important element of our students
daily life. An example lesson could be to use film clips and