chapter 3: conducting and goal analysis
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CHAPTER 3
CONDUCTING A GOAL ANALYSIS
MUHAMMAD ASIFF B MOHD NOH2011448708
NUR HAZWANI BT HASNAN2011250686
SITI KATIJAH BT SHAHAROM2011210654
WAN AMNAH BT MOHAMAD2011898494
CONCEPTSAn 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 learningVerbal informationIntellectual skillsPsychomotor skills AttitudesCognitive 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 capitalOnly one answer for each question and only one basic
way to ask question.No symbolic manipulation No problem solving or rule applyingRequire the learner to provide specific responses to
relatively specific questionCan 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
ILLSTRUCTURE
D
WELLSTRUCTURE
D
• 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 SKILLSInvolves the coordination of mental and
physical activityCharacterized 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
ATTITUDESAttitudes 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 STRATEGIESThe 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 PROCEDURESStep-by-step style is the best technique for
person performing the goal.
straightforward
Step1
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 GOALDescribe 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.
CONCLUSIONThe 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.