Chapter3 power point goal analysis

CHAPTER 3

CONDUCTING A GOAL ANALYSIS

By Gerral Pinkston

CONCEPTS• An instructional analysis is a set of procedures applied to an instructional goal, result in the

identification of the relevant steps for performing a goal and the subordinate skills required for a student to achieve goal.

• Gange’s domains of learning

• Verbal information

• Intellectual skills

• Psychomotor skills

• Attitudes

• Cognitive strategies

GOAL ANALYSIS FUNDAMENTAL STEPS

Step 1CLASSIFY THE GOAL

STATEMENT ACCORDING TO THE KIND OF LEARNING

THAT WILL OCCUR

Step 2IDENTIFY AND SEQUENCE

THE MAJOR STEP REQUIRED TO PERFORM

THE GOAL

VERBAL INFORMATION

• First sampel goals :

Given a list of cities, name the state of which each is the capital

• Only one answer for each question and only one basic way to ask question.

• No symbolic manipulation

• No problem solving or rule applying

• Require the learner to provide specific responses to relatively specific question

• Can be spotted by the types of verbs that are used

e.g : state or list provide specific information or describe something

• The task for the learner is to store the information in memory during the instruction and remember it for the test.

INTELLECTUAL SKILLS• Means expertise in certain field

• Defined as skills that require the learner to do some unique cognitive activity

• Classified in 4 common types:

• Discrimination

• Forming concepts

• Applying rules

• Solving problems

• PROBLEM SOLVING

ILLSTRUCTURED

WELLSTRUCTURED

• Problems in which not all the data required for a solution are readily

available for the learner; and, even the nature of

the goal is not clear. • Multiple processes can

be used to reach a solution but no one

solution is considered as a correct solution.

• Typical • Usually considered to

be an application problem

PSYCHOMOTOR SKILLS• Involves the coordination of mental and physical activity

• Characterized by learners executing physical actions, with or without equipment, to achieve specific results

• For purposes of instructional analysis, if the learner must learn to perform new, valuable motor skills or performance depends on the skillful execution of a physical skill

• E.g: setting up and operating a digital video camera

• Equipment must be manipulated in a very specific way to successfully produce a quality video image

ATTITUDES• Attitudes are described as the tendency to make particular choices or decision.

• Instructional goals that focus on attitude can be viewed as influencing learners to choose.

• An acquired internal state that influence the choice of personal action toward some class of things, persons or events.

• Represent intrinsically motivated choices people make.

• Long-term goal.

COGNITIVE STRATEGIES• The metaprocesses that we use to manage our thinking about things and manage our own

learning.

• Some strategies are as straight forward as mentally repeating the name of new acquaintances several times while visualing their faces.

• A more complex cognitive strategy would be figuring out :

a) How to organize

b) Cluster

c) Remember

d)Apply new information

GOAL ANALYSIS PROCEDURES• Step-by-step style is the best technique for person performing the goal.

• straightforwardStep

1

Step1

Step2

Step4

Step5

Step3?

Step2

Step3

Step4

Step5

Step6

Step7

YES

NO

Step1

Step2

Step3

Step4

Step5

Step6

Step7

M

M

• Space problem – to drop down to the next line with your boxes and proceed backward from right to left with the description and numbering

22 33 44 55

2.12.1 2.22.2 2.32.3 5.15.1 5.25.2

11

The appropriate diagramming of substeps is shown in the generic diagram that follows:-

THE SUBSTEPS

SUGGESTION FOR IDENTIFYING STEPS WITHIN A GOAL• Describe for yourself the kind of test item or assessment you would use the to determine.

• Think about steps that learner would have to go through to respond to your assesment or test.

• Test yourself : Observe yourself , both in the physical and mental sense,performing the goal.

• Note each of steps you go through and the decision you have to make.

CONCLUSION• The goal analysis process is begun only after we have a clear

statement of the instructional goal.

• Involve 2 steps in goal analysis process; which is to classify the goal and identify the major steps for learners to accomplish the goal into one of Gagne’s (1985) domains of learning.

• Specific problem that should look during evaluation is the sequence of procedures or steps involved.