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Conducting a Goal Analysis

Conducting a Goal Analysis. Dick & Carey Chapter 3. Conducting a Goal Analysis A way to identify training content. Id all skills & knowledge to be include in the instruction Too Little? Too Much?. Instructional Analysis.

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Conducting a Goal Analysis

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  1. Conducting a Goal Analysis Dick & Carey Chapter 3

  2. Conducting a Goal AnalysisA way to identify training content Id all skills & knowledge to be include in the instruction Too Little? Too Much?

  3. Instructional Analysis • Is a set of procedures applied to an instructional goal results in the identification of the relevant steps for performing the goal. • Is a visual representation of what the learner should be doing to learn the goal

  4. Goal Analysis - Two Steps • 1. Classify according to the type of learning outcome (domain of learning) • psychomotor, intellectual, verbal information, attitudes • 2. Describe exactly what a students will be doing when performing the goal • using observable verbs like moving, painting, etc.

  5. Verbal Info. Vs Intellectual SkillsGagne & Driscoll pg.. 44 • Verbal Information (facts) • declarative knowledge, “knowing that” • is added to information already in memory • Intellectual Skills • “knowing how” as opposed to know that

  6. Psychomotor Skills • The learner must use muscular action • With or without equipment • To reach specified results

  7. Affective Skills - Attitudes • Learners will “choose” to do something¨ • A tendency to make particular choices • Probably will not be achieved at the end of the instruction • Evaluation by “doing something”

  8. Goal Analysis continued • Decide if substeps (subgoals) are necessary • complexity of the task • target audience • Finally, formulate a test item that would show that learners can perform the skill?

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