Greek A1 for Adults Course
Timeline: 3 months
Model: Dick & Carey Systems Approach Model
Responsibilities: Needs Assessment, Learner & Context Analysis, Instructional Analysis, Development, and Testing
Tools: Google Suite, ThingLink, Liveworksheets, Quizlet, Kahoot, Screenomatic, and more
In the pre-assessment phase, I gathered preliminary data about the problems and outlined a plan to research the needs in depth. The assessment phase involved the collection of data from different perspectives to identify the current state of the needs that I identified in the previous phase. In the post-assessment phase, I analyzed the data, identified the causes, developed clear need statements, prioritized them according to their magnitude, risk, and feasibility, and proposed solutions and alternative solutions to improve the program.
THE PROBLEM
Greek A1 for Adults has been serving adult learners of the Greek community since 2019. The summative evaluation of the program in the first year indicated that not all learners met the learning objectives, however, the continuation and improvement of the program are of great importance. Two areas of need have been identified: (a) attendance rates and (b) learners' achievement. I suggested a needs assessment research to investigate the needs and unpack the reasons.​
NEEDS ASSESSMENT
The needs assessment (NA) research was aimed at determining the gaps between the current and the desired outcomes of the adult learning program. The process was completed in three phases.
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​In the pre-assessment phase, I interviewed the school administrator and gathered preliminary data about the areas of concern from her perspective: the low enrollment, the low attendance rate, the increasing number of unsubmitted homework assignments per student, the achievement gap that separated the learners, and the lack of a variety of teaching materials to engage different learners. Then, I proposed NA research to unpack the needs and the causes of the low attendance rates and the achievement gaps. I also outlined the process in the assessment and the post-assessment phases. Read the NA proposal for more details.
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In the assessment phase, I developed a plan to gather data in the areas of concern and made a detailed description of the data needed, the methods, the instruments, the process, and the rationale. Then, I conducted research that involved a review of the literature about the most common needs in L2 acquisition, effective L2 learning strategies, and flexible course design, a review of existing resources like records and tests, a survey, and observations. For more details, read the NA plan.
After I gathered data about the target and the current state of the needs areas, I identified the discrepancies at the adequacy and excellence levels and created clear need statements. Then, I prioritized the needs based on the magnitude, the effects, and feasibility to be met in the short and long term. Additionally, I thought of the causes of the problems and identified solutions and alternative solutions based on the feasibility to be met, the effects on the needs, and the acceptability by the stakeholders. For more details, read the NA report and action plan.
ANALYSIS
To identify the course learning goals, I considered the learners' learning needs through a survey and analyzed the A1 curriculum standards into the subordinate goals. Additionally, I gathered information about the learners, including their educational background and experience with Greek. Most importantly, because the course was offered in a synchronous and asynchronous format, I gathered information about their computer literacy and developed training materials to ensure that they can be successful in the course.
DESIGN
After identifying the learning outcomes of this course, I developed summative and formative assessments in alignment with the learning outcomes and developed unit plans. Instruction followed the flipped classroom format, meaning that the content was presented through interactive learning materials, like videos and presentations, before class, while the learners were provided with opportunities to practice their knowledge and collaborate with other learners during live sessions. Here is an example of a unit plan.
DEVELOPMENT
To foster student-to-content interaction, I created learning materials using Google Suite, Liveworksheets, Quizlet, Kahoot, and other educational tools, and recorded mini lectures to present the content. During the live sessions, student-to-student interaction was fostered through interactive group activities in breakout rooms on Zoom.
IMPLEMENTATION & EVALUATION
This school-year round course was implemented in Google Classroom. Live sessions were facilitated on Zoom, and the recording was shared with the students for review purposes and to facilitate those who participated asynchronously. At the end of the school year, I evaluated the course outcomes through formative assessments and by surveying the students.