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