This document discusses conducting a goal analysis for instructional purposes. It explains that a goal analysis involves analyzing a goal to identify the steps needed to meet it. There are two phases to conducting one: 1) analyzing the goal statement, learner characteristics, performance context, and available tools, and 2) classifying goals into Robert Gagne's five domains of learning - verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The analysis ensures important knowledge and skills are included and extras excluded to efficiently meet instructional goals.

2.  As an educator, I am not only
concerned with how well my students
achieve and reach the goals and
objectives I have set for them; I am
concerned also with how they will apply
their learning. It is my intention as a
change agent in my field to affect my
students in such a way that they
become the change I strive to instill in
them.

3. • Key Terms
• Conducting a Goal Analysis
• Domains of Learning
• Summary
• Resources

4.  Goals: A desired result
 Objectives: What students will have learned after
instruction
 Cognitive Strategy: Metaprocesses used by an
individual to manage how he or she thinks about things
to ensure personal learning
 Bloom’s Taxonomy: A classification system used to
define and distinguish different levels of human
cognition—i.e., thinking, learning, and understanding
 Adult Learning Theory: A model of assumptions
about how adults learn

5. A goal analysis entails analyzing
a goal to identify sequences of
operation and decisions needed
to meet it.
Goal analyses are conducted for
efficiency to ensure important
knowledge and skills are
included and costly extras are
excluded.

6.  A clear statement of the instructional
goal.
 A statement of relevant characteristics
of intended learners.
 A statement of the performance
context.
 A description of the tools that will be
available to the learners in the
performance context.

7.  A goal analysis is conducted to identify
steps needed to accomplish an
instructional goal.
 There are two distinct phases in
conducting a goal analysis. The following
slide is a diagram of the main process for
conducting a goal analysis.

9.  The other aspect of conducting a goal
analysis is classifying goal statements
through the identification of domains of
learning.
 Robert Gagne’ is credited for the
creation of the five domains of learning:
verbal information, intellectual skills,
psychomotor skills, attitudes, cognitive
strategies

10.  The performance or learning outcome
achieved through verbal information is
the ability of being able to state in a
meaningful sentence what was learned.
 Verbal information is referred to as
declarative knowledge, or knowing that.

11.  Intellectual skills involve the use of
symbols such as numbers and language
to interact with the environment.
 When a learner has learned an
intellectual skill, he or she will be able to
demonstrate its application to at least
one particular instance of the subject
matter learned.

12.  Psychomotor skills are the precise,
smooth, and accurately timed execution
of movements involving the use of
muscles.
 The timing and smoothness of executing
motor skills indicates that these
performances have a high degree of
internal organization.

13.  The internal state that influences the
choices of personal actions made by an
individual towards some class of things,
persons, or events.
 The performance or learning outcome
achieved through attitudes is evident in
an individual’s choice of actions.

14.  Cognitive strategies refer to the process
that learners guide their learning,
remembering, and thinking.
 Cognitive strategies govern our
processes of dealing with the
environment by influencing internal
processes.

15.  Conducting a goal analysis is a useful
tool to ensure students are provided
attainable goals and effective
objectives.
 There are two phases in conducting a
goal analysis which consist of five
specific domains.

16.  Dick, W. O., Carey, L. C., Carey, J. O.
(2010). The systematic design of
instruction. (6th ed). Retrieved from
http://wps.ablongman.com/ab_dick_sys
tematic_6/44/11304/2893934.cw/index.h
tml
 Robert Gagne’s Five Categories of
Learning Outcomes and the Nine Events
of Instruction. (n.d.). Retrieved February
10, 2015.