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Instructional AnalysisInstructional Analysis
EDUC 151EDUC 151
Wallace HannumWallace Hannum
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Instructional AnalysisInstructional Analysis
Systematic, analytical approach to defining Systematic, analytical approach to defining instructional contentinstructional content
Follows from task analysis but focuses on Follows from task analysis but focuses on instructional goals, not job tasksinstructional goals, not job tasks
Process for determining what should be Process for determining what should be learnedlearned
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PurposePurpose
Define instructional content necessary Define instructional content necessary to reach instructional goalsto reach instructional goals
Select instructional content to includeSelect instructional content to include
Identify instructional content to excludeIdentify instructional content to exclude
Enhance effectiveness and efficiency of Enhance effectiveness and efficiency of learning experiencelearning experience
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ProcessProcess
Start with instructional goalStart with instructional goal
Classify instructional goal by learning Classify instructional goal by learning domaindomain
Select appropriate procedure according to Select appropriate procedure according to the learning domainthe learning domain
Break down instructional goal as far as Break down instructional goal as far as possible using the appropriate analysis possible using the appropriate analysis methodsmethods
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Why Bother?Why Bother?
Determine what to teach in systematic Determine what to teach in systematic mannermanner
Include all necessary contentInclude all necessary content
Exclude all non-essential contentExclude all non-essential content
Match instruction with learnersMatch instruction with learners
Guide course and lesson developmentGuide course and lesson development
Ensure masteryEnsure mastery
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Steps in Instructional AnalysisSteps in Instructional Analysis
Step 1: Classify instructional goal into Step 1: Classify instructional goal into learning domainlearning domain
Step 2: Select appropriate analysis Step 2: Select appropriate analysis methodmethod
Step 3: Conduct analysis Step 3: Conduct analysis
Step 4: Represent content in appropriate Step 4: Represent content in appropriate formform
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Rationale for Learning DomainsRationale for Learning Domains
Failure to find “main effects” in the Failure to find “main effects” in the researchresearch
Different types of content may require Different types of content may require different instructional techniquesdifferent instructional techniques
Generalize within domain, but not acrossGeneralize within domain, but not across
Different types of content may require Different types of content may require different ways to measure outcomesdifferent ways to measure outcomes
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Learning DomainsLearning Domains
Verbal InformationVerbal Information
Intellectual SkillsIntellectual Skills
Motor SkillsMotor Skills
AttitudesAttitudes
Cognitive StrategiesCognitive Strategies
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Verbal InformationVerbal Information
Student is stating, naming, labeling, Student is stating, naming, labeling, describingdescribing
Involves re-tellingInvolves re-telling
Can be simple, like stating a factCan be simple, like stating a fact
Can be complex, like describing a theoryCan be complex, like describing a theory
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Intellectual SkillsIntellectual Skills
Student is using symbolic representation to Student is using symbolic representation to manipulate contentmanipulate contentInvolves active processing beyond memorizationInvolves active processing beyond memorizationIncludes use of concepts, principles, proceduresIncludes use of concepts, principles, proceduresSubtypes:Subtypes: Problem solvingProblem solving Rule usingRule using Concept learningConcept learning DiscriminationsDiscriminations
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Motor SkillsMotor Skills
Overt behaviorsOvert behaviors
Include thinking but is primarily performing Include thinking but is primarily performing the motor skillthe motor skill
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AttitudesAttitudes
Internal predisposition to respond in Internal predisposition to respond in certain wayscertain ways
Can’t be directly observedCan’t be directly observed
Infer presence of attitudes from indicator Infer presence of attitudes from indicator behaviorsbehaviors
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Cognitive StrategiesCognitive Strategies
Influence how we learn content in other Influence how we learn content in other domainsdomains
How we regulate internal processesHow we regulate internal processes
MetacognitionMetacognition
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Classification ExerciseClassification Exercise1.1. Install hard drive in a computerInstall hard drive in a computer
2.2. List three warning signs of cancerList three warning signs of cancer
3.3. Classify types of rashesClassify types of rashes
4.4. Describe economic principles of supply-demandDescribe economic principles of supply-demand
5.5. Determine impact of higher pressure on gas in Determine impact of higher pressure on gas in containercontainer
6.6. Choose to follow rules for speaking only when called Choose to follow rules for speaking only when called onon
7.7. Determine amount of change from $10 for a $3.50 Determine amount of change from $10 for a $3.50 purchasepurchase
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Instructional Analysis in Different Instructional Analysis in Different DomainsDomains
Verbal Information: Cluster AnalysisVerbal Information: Cluster Analysis
Intellectual Skills: Hierarchy AnalysisIntellectual Skills: Hierarchy Analysis
Motor Skills: Procedural AnalysisMotor Skills: Procedural Analysis
Attitudes: Goal AnalysisAttitudes: Goal Analysis
Cognitive Strategies: Analysis of Expert Cognitive Strategies: Analysis of Expert PerformerPerformer
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Verbal Information: Cluster Verbal Information: Cluster AnalysisAnalysis
Main Idea
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Verbal Information: Cluster Verbal Information: Cluster AnalysisAnalysis
Main Idea
SupportingIdea
SupportingIdea
SupportingIdea
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Verbal Information: Cluster Verbal Information: Cluster AnalysisAnalysis
Main Idea
SupportingIdea
SupportingIdea
SupportingIdea
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Intellectual Skills: Learning Intellectual Skills: Learning Hierarchy AnalysisHierarchy Analysis
Problem Solving
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Intellectual Skills: Learning Intellectual Skills: Learning Hierarchy AnalysisHierarchy Analysis
Problem Solving
Rule Using Rule Using Rule Using
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Intellectual Skills: Learning Intellectual Skills: Learning Hierarchy AnalysisHierarchy Analysis
Problem Solving
Rule Using Rule Using Rule Using
Concept Learning
Concept Learning
Concept Learning
Concept Learning
Concept Learning
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Intellectual Skills: Learning Intellectual Skills: Learning Hierarchy AnalysisHierarchy Analysis
Problem Solving
Rule Using Rule Using Rule Using
Concept Learning
Concept Learning
Concept Learning
Concept Learning
Concept Learning
Discriminations Discriminations Discriminations Discriminations
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Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis
Step 1
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Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis
Step 2Step 1
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Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis
Step 2Step 1 Step 3
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Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis
Step 2Step 1 Step 3 Step 4
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Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis
Step 2Step 1 Step 3 Step 4 Step 5
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Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis
Step 2Step 1 Step 6Step 3 Step 4 Step 5
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Attitudes: Goal analysisAttitudes: Goal analysis
Attitude Goal
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Attitudes: Goal analysisAttitudes: Goal analysis
Attitude Goal
Indicator Behavior
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Attitudes: Goal analysisAttitudes: Goal analysis
Attitude Goal
Indicator Behavior
Indicator Behavior
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Attitudes: Goal analysisAttitudes: Goal analysis
Attitude Goal
Indicator Behavior
Indicator Behavior
Indicator Behavior
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Attitudes: Goal analysisAttitudes: Goal analysis
Attitude Goal
Indicator Behavior
Indicator Behavior
Indicator Behavior
Indicator Behavior
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Attitudes: Goal analysisAttitudes: Goal analysis
Attitude Goal
Indicator Behavior
Indicator Behavior
Indicator Behavior
Indicator Behavior
Indicator Behavior
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Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers
Expert Performer
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Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers
Expert Performer
Observe Behavior
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Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers
Expert Performer
“Think Aloud”
Observe Behavior
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Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers
Expert Performer
“Think Aloud”
Observe Behavior
“Talk Aloud”
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Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers
Expert Performer
“Think Aloud”
Observe Behavior
RetrospectiveRecall
“Talk Aloud”
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Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers
Expert Performer
“Think Aloud”
Observe Behavior
RetrospectiveRecall
Cued Recall
“Talk Aloud”
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