Learning Task Analysis Instructional Objectives Dr EnnisCole CECS

Learning Task Analysis & Instructional Objectives Dr. Ennis-Cole CECS 5130

Analyze Learning Tasks 1. Understand the Instructional Problem (Task Analysis) **Concentrate on the Purpose for the instruction **

Analyze Learning Tasks 2. Develop Terminal Objectives *Determine Enabling Objectives *Determine Prerequisite Skills *Strategies (Rules, Procedures)

Analyze Learning Tasks 3. Define Lesson Content *Sequence *Prerequisites *Targeted Objectives * Enabling Objectives *Course, Unit, Lesson

A Learning Task Analysis 1. Stating Educational Goals 2. Describing Tasks 3. Listing Enabling Skills 4. Analyzing Assumed vs. Taught Knowledge

Educational Goals b 1. General Statements of Learning • Learning to swim • Learning to read • Learning to use Microsoft Works 4. 0 b 2. Determine and Record a Goal • Springboard for a more formal and in-depth analysis of the learning process

Describing the Task Visible, Cognitive Task Description

List Enabling Skills b Previously Learned Skills b Foundational Knowledge Necessary for Subsequent Learning b Surface after in-depth Task Analysis b Require Revision & Modification

Analyzing Assumed vs. Taught Knowledge b What will be presented ? • • Focus on all learners Eliminate the topics already known Pretest, Screen Students Detailed Modification

Developing Instructional Objectives b Establish the Lesson’s Intent: • • • Guide Lesson Development Assess Appropriateness of the Lesson Focus Students on Important Tasks Evaluate Student Performance Evaluate Lesson Success

Behavioral Objectives b Mager, R. F. 1962 b Three Component Objectives: • • Behavior exhibited Conditions under which behaviors will be exhibited • Criteria for judging performance

Observable Behaviors “Show me, I’m from Missouri. ”

Observable Behaviors b 1. Specify behaviors b 2. List, Discuss, Classify, Demonstrate b 3. Write, Match, Draw, Summarize b 4. Communicate Student Expectations to. . . • Parents, Administrators, and Substitutes b 5. Avoid Verbs that do not imply observable actions

Count and Identify the Insects on the Page with 95 % Accuracy

Conditions of the Performance b 1. Special Tools b 2. Learning Teams ? b 3. Items Given / Environment b 4. Timed Sequence b 5. Stimulus Situation

Standards for Judging Performance b 1. Quality of the Response b 2. Time Limit (# Successfully Completed)

Complete Objectives b. See Page 106 - Text

Classifying Objectives b 1. Cognitive b 2. Affective b 3. Psychomotor

What is necessary to Write “good” Instructional Objectives ? b 1. b 2. b 3. b 4.

What is Bloom’s Taxonomy ? b Explain its levels within the Cognitive Domain.

The End