Task Analysis Background

I will be using Google Slides and Pear Deck on Zoom to teach a live literacy lesson
where my students will learn the high frequency word ‘little’. My students are accustomed to
learning high frequency words a certain way based on the routine we followed when we were
physically in school. Distance learning has altered the way in which I teach high frequency
words, partially because my students are far less engaged online due to limited opportunities for
interaction. This needs analysis is completed based on the correlation between student learning,
specifically in regards to high frequency words, and student engagement in distance learning. I
followed the four phases of the needs analysis based on Morrison, Ross, and Kemp (Brown &
Green, 2016).

Phase 1: Planning

My kindergarten students are the focus audience. There are two pieces of data I need to collect
from my audience. The first piece of data I need is how well students are retaining the high
frequency words they are learning via distance learning compared to when we were in school.
The second piece of data I need is which students are participating and which students are
disengaged in distance learning. Due to the nature of distance learning, I am unable to gather
data on high frequency words from all students, so this data will be collected from as many
students as possible. During my office hours I can meet with some students individually and
assess them on the new high frequency words that they are able to read to me from flashcards. I
would work to collect data from at least 15 of my 25 students. I can record data for all students in
participation by keeping note of who participates each Zoom session and how many times they
participate.

Phase 2: Collecting data

The sample size of the needs analysis will include at least 15 students with a maximum of 25
students for data collection on high frequency words. I will video conference with each student
individually (or as many students will be able to due to parent schedules) and show them
flashcards of the high frequency words we have learned via Zoom. Each student will read the
words to me and I will note how many words they read correctly; this will equate to how many
high frequency words they have learned. Student engagement data will be collected as I track
who does and does not participate each class and how many times these students participate.

Phase 3: Analyzing the data

I will analyze and prioritize my data based on students who are showing little, average, and high
high frequency word retention. This data will be compared with which students have
higher/lower levels of engagement; there will likely be a correlation between low engagement
and low retention of high frequency words. The way I plan to analyze this data is most likely
classified as comparative. Obviously, students with low participation and low retention of high
frequency words will be prioritized as needing the most intervention, but my instruction is
designed to service all learners regardless of if they are struggling or not.
Phase 4: Compiling a final report

A final report summarizing my findings on data and the conclusions I’ve drawn will assist me in
taking the next step: implementing my instructional design to solve the problems I’ve identified.
The recommendations based on the data will specifically help me to be prepared to implement
my instruction because my solution plan will be well-thought out and thorough. The data from
my needs analysis will be interesting and useful to compare to the data I collect once my
instructional design has been executed.

References
Brown, A., &; Green, T. D. (2016). The essentials of instructional design: Connecting

fundamental principles with process and practice. New York, NY: Routledge.