The document provides information on designing a 10-minute lesson on the Halloween topic of trick-or-treating. It includes a knowledge map covering cultural concepts like trick-or-treating, carving pumpkins, and making costumes. Learners would be children recently immigrated to the US. The designed lesson would focus on safely returning from trick-or-treating with maximum candy. Outlining tools like Gagne's 9 events of instruction and Bloom's taxonomy would be used. Learners would be assessed through a simple test to check their performance.
5. Task Analysis
Practice: Halloween
What are the
cultural facts and
concepts?
trick-treating,
carving a
pumpkin, or
making costumes.
6. Procedure with related concepts and consequential event
State
Goal/A Goal/A
ction ction
initiates Goal/A
ction
Goal means means means
consequence consequence
refers to
Concept
Event State
has part has property
Concept
Concept Concept
8. Let’s teach trick-treating to children who recently
immigrated to the U.S.
You’ll have 10 mins to complete this activity.
We’ll put you to breakout rooms:
1) Compare your maps
2) Then follow the next few screens to design the
lesson (about 8 mins)
3) I’ll collect you back to the room
4) Every team share the lesson they designed in 2
minutes
8
9. Review the CTA "knowledge map“
think about the learners "motives" (user goals) for
learning about the Content.
9
10. Thinkabout how the various ways you could
lead a learner
through the “landscape” of the knowledge map
that would help them to achieve their goal.
10
11. Selecta path appropriate to the following
objective (one of many potential objectives)
Learner will be able to safely return from trick-treating with max
amount of candy.
Or come up with your own….
11
12. Write a quick outline of your mini-lesson,
complete with a simple “test” to assess the
learner’s performance.
Resources:
Clark book on lesson outlining
Gagne’s 9 events of instruction
Content-performance matrix (see next slide)
Bloom’s taxonomy
12
13. Content Performance Matrix
Facts Concepts Processes Procedures Principles
Apply Classify Develop a Perform Solve a
new Process the Problem.
examples Procedure Make
Inference
Reme Reme Remember Remember Remember Remembe
mber mber the the Stages the Steps r
the Definition the
Facts Guidelines
Content Performance 13
14. Gagne 9-events
Gain attention - show a variety of computer generated
triangles
Identify objective - pose question: "What is an
equilateral triangle?"
Recall prior learning - review definitions of triangles
Present stimulus - give definition of equilateral
triangle
Guide learning - show example of how to create
equilateral
Elicit performance - ask students to create 5 different
examples
Provide feedback - check all examples as
correct/incorrect
Assess performance - provide scores and remediation
Enhance retention/transfer - show pictures of
objects and ask students to identify equilateral triangles.
See examples
14
16. Standand deliver your mini-lesson and test a
volunteer from the audience.
16
Editor's Notes
Task analysis is a critical but challenging step in ID. The book lays out three parts of a task analysis: topic, procedural, and critical incidence analyses. The Critical incidence one is excellent! It addresses two domains that are left out of Bloom's taxonomy: interpersonal skills, and attitudes. [Bloom actually has a separate taxonomy for attitudes and the entire Affective domain. See: http://www.nwlink.com/~donclark/hrd/bloom.htmlHowever, the book did not touch upon Cognitive Task Analysis (CTA), which it's probably instrumental for most of your projects.I will create slides on CTA, maybe just-in-time for your final project.Here is a good resource: http://www.ara.com/Capabilities/c_cognitive_science.htm