Learning Task Analysis & Instructional Objectives Dr. Ennis-Cole CECS 5130.
-
Upload
rhoda-warren -
Category
Documents
-
view
218 -
download
1
Transcript of Learning Task Analysis & Instructional Objectives Dr. Ennis-Cole CECS 5130.
Learning Task Learning Task Analysis & Analysis &
Instructional Instructional ObjectivesObjectives
Dr. Ennis-ColeDr. Ennis-Cole
CECS 5130CECS 5130
Analyze Learning Analyze Learning Tasks Tasks
1. Understand the Instructional 1. Understand the Instructional Problem (Task Analysis)Problem (Task Analysis)
**Concentrate on the Purpose **Concentrate on the Purpose for the instruction **for the instruction **
Analyze Learning Analyze Learning Tasks Tasks
2. 2. Develop Terminal ObjectivesDevelop Terminal Objectives*Determine Enabling *Determine Enabling
ObjectivesObjectives
*Determine Prerequisite Skills*Determine Prerequisite Skills
*Strategies (Rules, Procedures)*Strategies (Rules, Procedures)
Analyze Learning Analyze Learning Tasks Tasks
3. Define Lesson Content3. Define Lesson Content*Sequence*Sequence
*Prerequisites*Prerequisites
*Targeted Objectives*Targeted Objectives
* Enabling Objectives* Enabling Objectives
*Course, Unit, Lesson*Course, Unit, Lesson
A Learning Task A Learning Task Analysis Analysis
1. Stating Educational Goals1. Stating Educational Goals
2. Describing Tasks2. Describing Tasks
3. Listing Enabling Skills3. Listing Enabling Skills
4. Analyzing Assumed vs. 4. Analyzing Assumed vs. Taught KnowledgeTaught Knowledge
Educational GoalsEducational Goals
1. General Statements of Learning 1. General Statements of Learning • Learning to swimLearning to swim• Learning to readLearning to read• Learning to use Microsoft Works 4.0Learning to use Microsoft Works 4.0
2. Determine and Record a Goal2. Determine and Record a Goal• Springboard for a more formal and in-depth Springboard for a more formal and in-depth
analysis of the learning processanalysis of the learning process
Describing the TaskDescribing the Task
Visible, Visible, CognitiveCognitive
Task DescriptionTask Description
List Enabling SkillsList Enabling Skills
Previously Learned SkillsPreviously Learned Skills Foundational Knowledge Necessary for Foundational Knowledge Necessary for
Subsequent LearningSubsequent Learning Surface after in-depth Task AnalysisSurface after in-depth Task Analysis Require Revision & ModificationRequire Revision & Modification
Analyzing Analyzing Assumed vs. Taught Assumed vs. Taught
KnowledgeKnowledge
What will be presented ? What will be presented ? • Focus on Focus on all all learnerslearners• Eliminate the topics already knownEliminate the topics already known• Pretest, Screen StudentsPretest, Screen Students• Detailed ModificationDetailed Modification
Developing Developing Instructional Instructional ObjectivesObjectives
Establish the Lesson’s Intent:Establish the Lesson’s Intent:• Guide Lesson DevelopmentGuide Lesson Development• Assess Appropriateness of the LessonAssess Appropriateness of the Lesson• Focus Students on Important TasksFocus Students on Important Tasks• Evaluate Student PerformanceEvaluate Student Performance• Evaluate Lesson SuccessEvaluate Lesson Success
Behavioral Behavioral ObjectivesObjectives
Mager, R.F. 1962Mager, R.F. 1962 Three Component Objectives:Three Component Objectives:
• Behavior exhibitedBehavior exhibited• Conditions under which behaviors will be Conditions under which behaviors will be
exhibitedexhibited• Criteria for judging performanceCriteria for judging performance
Observable BehaviorsObservable Behaviors
1. Specify behaviors1. Specify behaviors 2. List, Discuss, Classify, Demonstrate2. List, Discuss, Classify, Demonstrate 3. Write, Match, Draw, Summarize3. Write, Match, Draw, Summarize 4. Communicate Student Expectations to...4. Communicate Student Expectations to...
• Parents, Administrators, and SubstitutesParents, Administrators, and Substitutes 5. Avoid Verbs that do not imply 5. Avoid Verbs that do not imply
observable actionsobservable actions
Count and Identify the Count and Identify the Insects on the Page Insects on the Page with 95 % Accuracywith 95 % Accuracy
Conditions of the Conditions of the PerformancePerformance
1. Special Tools1. Special Tools 2. Learning Teams ? 2. Learning Teams ? 3. Items Given / Environment3. Items Given / Environment 4. Timed Sequence4. Timed Sequence 5. Stimulus Situation5. Stimulus Situation
Standards for Standards for Judging Judging PerformancePerformance
1. Quality of the Response1. Quality of the Response 2. Time Limit (# Successfully 2. Time Limit (# Successfully
Completed) Completed)
What is necessary to What is necessary to Write “good” Write “good” Instructional Objectives Instructional Objectives ??
1. 1. 2. 2. 3. 3. 4. 4.
What is Bloom’s What is Bloom’s Taxonomy ? Taxonomy ?
Explain its levels within the Explain its levels within the Cognitive Domain.Cognitive Domain.