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 Observable BehaviorsBehaviors

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

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)

Complete Complete ObjectivesObjectives

See Page 106 - Text

Classifying Classifying ObjectivesObjectives

1. Cognitive 2. Affective 3. Psychomotor

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.

The End The End