Goal analysis
•Download as PPT, PDF•
0 likes•415 views
Conducting a goal analysis involves identifying the skills and knowledge to include in instruction by classifying learning outcomes into domains like psychomotor, intellectual, or attitudes. It also describes what students will be able to do when performing the goal using verbs. The analysis helps identify the relevant steps for achieving the instructional goal and provides a visual representation of what learners should do to learn the goal.
Report
Share
Report
Share
Recommended
Goal analysis
Goal analysis is a technique used to analyze goals by identifying the steps needed to achieve them. It involves creating a goal statement and identifying major steps. Goals are broad statements of instructional intent expressed as what learners will be able to do. Objectives are specific statements of what learners will do after instruction in observable terms. While goals and objectives both aim for achievement, goals are long-term and objectives are short-term.
Conducting a goal analysis
The document discusses conducting a goal analysis, which involves classifying instructional goals into different learning domains. It identifies the main learning domains as verbal information, intellectual skills, well-structured and ill-structured problem solving, psychomotor skills, attitudes, and cognitive strategies. Goals are then further classified based on the domain, such as intellectual skills goals requiring learners to learn concepts, follow rules, and solve problems. The document provides an overview of different types of instructional goals and how goal analysis is applied in instructional design.
chapter 3: conducting and goal analysis
This document discusses concepts related to instructional analysis and goal analysis. It explains that instructional analysis identifies the relevant steps and subordinate skills needed to achieve an instructional goal. Goal analysis involves classifying the goal according to the type of learning and identifying the major steps required. The document also outlines Gagne's domains of learning and provides examples and descriptions of each domain, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. It concludes that goal analysis begins with a clear statement of the instructional goal and involves classifying the goal and identifying the major steps learners need to accomplish it.
Conducting a Goal Analysis
This document summarizes Cedric D. Murry's presentation on conducting a goal analysis for instructional design. It discusses classifying learning goals into Robert Gagné's five categories of learning - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. It outlines the two steps for classifying goals: 1) determining the type of learning outcome, and 2) analyzing the goal statement to identify the steps to perform the goal. The document provides examples for each of Gagné's five categories and explains his belief that similar instructional strategies can be applied to goals within the same category. It concludes by discussing determining the steps to perform a goal through consulting a subject matter expert.
Conducting a goal analysis
This document discusses conducting a goal analysis. A goal analysis identifies the sequence of operations required to achieve a goal. There are two steps: 1) classifying the goal statement, and 2) identifying and sequencing the major steps. The analysis determines the skills that must be learned from Gagne's domains of learning. These domains include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. The goal analysis process outlines the steps in sequential order to achieve the goal.
Conducting a goal analysis
The document discusses conducting a goal analysis using Gagne's domains of learning. It describes the goal analysis process as having two steps - classifying the goal statement according to the type of learning, and identifying and sequencing the major steps required to perform the goal. Several of Gagne's domains of learning are described, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. Examples are provided for each domain to illustrate the different types of learning involved.
Conducting A Goal Analysis
The goal analysis process involves classifying an instructional goal according to Gagne's domains of learning and identifying the major steps required for learners to accomplish the goal. It has two key steps - classifying the goal statement and identifying and sequencing the major steps to perform the goal. The goal analysis helps ensure instruction addresses the relevant skills and subskills needed for learners to achieve the overall instructional goal.
Conducting Instructional Analysis
This document provides an overview of instructional analysis based on the Dick and Carey model. It describes instructional analysis as breaking down a goal statement into smaller steps and identifying subordinate skills needed to achieve the goal. The process involves two parts: goal analysis, which classifies outcomes and determines goal steps; and subordinate skills analysis, which identifies prerequisite skills for each goal step using either a hierarchical or cluster approach. The overall purpose is to thoroughly define the learning objectives and requirements.
Recommended
Goal analysis
Goal analysis is a technique used to analyze goals by identifying the steps needed to achieve them. It involves creating a goal statement and identifying major steps. Goals are broad statements of instructional intent expressed as what learners will be able to do. Objectives are specific statements of what learners will do after instruction in observable terms. While goals and objectives both aim for achievement, goals are long-term and objectives are short-term.
Conducting a goal analysis
The document discusses conducting a goal analysis, which involves classifying instructional goals into different learning domains. It identifies the main learning domains as verbal information, intellectual skills, well-structured and ill-structured problem solving, psychomotor skills, attitudes, and cognitive strategies. Goals are then further classified based on the domain, such as intellectual skills goals requiring learners to learn concepts, follow rules, and solve problems. The document provides an overview of different types of instructional goals and how goal analysis is applied in instructional design.
chapter 3: conducting and goal analysis
This document discusses concepts related to instructional analysis and goal analysis. It explains that instructional analysis identifies the relevant steps and subordinate skills needed to achieve an instructional goal. Goal analysis involves classifying the goal according to the type of learning and identifying the major steps required. The document also outlines Gagne's domains of learning and provides examples and descriptions of each domain, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. It concludes that goal analysis begins with a clear statement of the instructional goal and involves classifying the goal and identifying the major steps learners need to accomplish it.
Conducting a Goal Analysis
This document summarizes Cedric D. Murry's presentation on conducting a goal analysis for instructional design. It discusses classifying learning goals into Robert Gagné's five categories of learning - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. It outlines the two steps for classifying goals: 1) determining the type of learning outcome, and 2) analyzing the goal statement to identify the steps to perform the goal. The document provides examples for each of Gagné's five categories and explains his belief that similar instructional strategies can be applied to goals within the same category. It concludes by discussing determining the steps to perform a goal through consulting a subject matter expert.
Conducting a goal analysis
This document discusses conducting a goal analysis. A goal analysis identifies the sequence of operations required to achieve a goal. There are two steps: 1) classifying the goal statement, and 2) identifying and sequencing the major steps. The analysis determines the skills that must be learned from Gagne's domains of learning. These domains include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. The goal analysis process outlines the steps in sequential order to achieve the goal.
Conducting a goal analysis
The document discusses conducting a goal analysis using Gagne's domains of learning. It describes the goal analysis process as having two steps - classifying the goal statement according to the type of learning, and identifying and sequencing the major steps required to perform the goal. Several of Gagne's domains of learning are described, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. Examples are provided for each domain to illustrate the different types of learning involved.
Conducting A Goal Analysis
The goal analysis process involves classifying an instructional goal according to Gagne's domains of learning and identifying the major steps required for learners to accomplish the goal. It has two key steps - classifying the goal statement and identifying and sequencing the major steps to perform the goal. The goal analysis helps ensure instruction addresses the relevant skills and subskills needed for learners to achieve the overall instructional goal.
Conducting Instructional Analysis
This document provides an overview of instructional analysis based on the Dick and Carey model. It describes instructional analysis as breaking down a goal statement into smaller steps and identifying subordinate skills needed to achieve the goal. The process involves two parts: goal analysis, which classifies outcomes and determines goal steps; and subordinate skills analysis, which identifies prerequisite skills for each goal step using either a hierarchical or cluster approach. The overall purpose is to thoroughly define the learning objectives and requirements.
Instructional Design: Identifying Instructional Goals
This document discusses the front-end analysis processes for instructional design, including performance analysis, needs assessment, and job analysis. It explains that performance analysis is used to identify problems and potential solutions, and if training is identified as a solution, then a needs assessment is conducted to determine what specifically needs to be addressed. It also discusses establishing clear and measurable instructional goals that indicate what learners will be able to do, the context, and available tools after completing the instruction.
Conducting a Goal Analysis
Goal analysis involves 5 steps: 1) write down the goal, 2) list what must be done to achieve it, 3) review and revise the list, 4) write sentences describing each item, 5) test the sentences. It helps understand goals and increase determination. There are also 5 categories of human capabilities: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Goals are long-term and vague while objectives are specific and time-bound.
Conducting a goal analysis
The document discusses conducting a goal analysis which involves two main steps: 1) classifying the instructional goal according to Gagne's domains of learning, and 2) identifying and sequencing the major steps required to achieve the goal. It then provides details on Gagne's domains of learning, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The document also outlines suggestions for identifying steps within a goal and describes qualities needed for effective instruction.
SDL-2 cognitive and metacognitive strategies
This document discusses cognitive learning strategies and classifies them into different categories. It defines cognitive strategies as behaviors and procedures that make learning, thinking, and problem solving easier. Cognitive strategies are divided into learning strategies used by students and teaching strategies used by teachers. Teaching strategies are classified as pre-instructional, co-instructional, or post-instructional depending on when they are introduced in the learning process. Some examples of cognitive learning strategies students can use include repetition, translation, note-taking, deduction, and questioning for clarification.
Learning Strategies
Learning strategies are mental steps that help students learn a new language and regulate their learning efforts. They include cognitive strategies like repetition, translation, note-taking, and contextualization that directly manipulate information, as well as metacognitive strategies for planning, monitoring, and evaluating one's learning like directed attention, self-monitoring, and self-evaluation. Learning strategy instruction teaches students how to learn and use strategies to be active, successful learners.
Concept learning strategies [autosaved]
This document discusses concept learning strategies based on Robert Gagne's learning outcomes. It explains that concept learning falls under Gagne's category of intellectual skills. Intellectual skills form a hierarchy from discrimination to concepts to principles to procedures to problem solving. Examples of how this hierarchy applies to learning colors are provided. Different types of concepts - concrete and abstract - are defined. Finally, strategies for teaching concepts using analogies, concept trees, and discovery learning are outlined.
Goal analysis
The document discusses instructional analysis and Gagne's domains of learning. It explains that instructional analysis involves classifying an instructional goal according to the type of learning required and identifying the major steps needed to achieve the goal. The domains of learning include verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The analysis process aims to break down goals into their fundamental steps.
Lesson objectives goals assessment
The document provides guidance on writing effective learning objectives, outlining key components such as being specific, measurable, aligned to standards, and focusing on observable student behaviors and higher-order thinking. It distinguishes objectives from goals and discusses how objectives should drive instruction and assessment. Teachers are encouraged to design assessments that directly measure whether students have achieved the stated learning objectives.
Learning tob
The document discusses several key theories of learning. It outlines definitions of learning as involving permanent changes in behavior due to experience. Several learning theories are examined, including stages of learning a skill (cognitive, associative, autonomous phases) and feedback/evaluation. Kolb's model of experiential learning and Whitmore's stages of the learning cycle are also summarized.
Cognitive and metacognitive strategies keidy moreno de hoyos
Cognitive strategies are learning techniques that actively engage the brain in comprehending and retaining knowledge by structuring learning to acknowledge its limitations. Examples of cognitive strategies include repetition, organizing information, summarizing meanings, guessing meanings from context, using images for memorization, and making mind maps, visualizations, associations, using clues, scanning texts for self-testing and monitoring comprehension. Metacognitive strategies provide students with explicit teacher instruction for step-by-step procedures to solve problems.
Gagne’s instructional theory
Robert Gagne developed an instructional theory based on the idea that different learning conditions lead to different types of learning. His theory includes four main elements: 1) Internal and external conditions of learning, 2) Three associations of learning - classical, operant, and verbal conditioning, 3) Five categories of learning - intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes, and 4) Nine instructional events to facilitate learning - from gaining attention to enhancing retention and transfer.
Script writing behavioral objectives
This document provides guidance on writing effective behavioral objectives for lesson plans. It explains that behavioral objectives should describe observable and measurable behaviors that students will demonstrate to show their mastery of goals. The key components of a behavioral objective are a performance (what the student will do), a condition (the context), and a measurement or criteria for mastery. Examples are provided to illustrate how to write objectives that clearly specify what a student's behavior will be to prove they have learned the target skill or concept. The overall goal of behavioral objectives is for anyone reading them to understand what a student must demonstrate to show their learning.
Learning Connections-Presentation1
This document discusses adult learning theory and provides an overview of a course on learning patterns. It defines learning and describes how modern theory views learning as based on feelings, thoughts, and actions experienced during the learning process. The course aims to help students identify their individual learning patterns, analyze learning processes, and apply intentional learning techniques. It introduces the FIT model for adjusting learning patterns to meet task demands by forging, intensifying, or tethering different patterns. The goals are for students to increase self-awareness, enhance quality of relationships, and improve communication skills to find success in meeting learning challenges.
Gagne's condition of learning
Gagne's theory of conditions of learning specifies that there are different types of learning outcomes that require different internal and external conditions. He identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Different instructional approaches and conditions are needed for each type of learning. For example, problem solving opportunities are needed to learn cognitive strategies, while exposure to role models is needed to learn attitudes. Gagne also proposed nine instructional events that are meant to satisfy the necessary conditions for learning, such as gaining attention, informing learners of objectives, and assessing performance.
Cognitive Learning and Teaching
Cognitive theory holds that learning involves changes in mental structures and thinking. It rejects the behaviorist view that learning is just a reaction. Key theorists discussed include Paivio on dual coding, Gagne on learning outcomes, and Gardner on multiple intelligences. Bloom's taxonomy outlines levels of knowledge acquisition. Gardner identified eight multiple intelligences. The cognitive approach sees learning as an internal process influenced by a student's learning style. Effective teaching integrates technology to engage different intelligences and learning styles.
Gagne
Robert Gagne is considered a leading contributor to instructional design theory. His model is based on how information is processed mentally and focuses on arranging instructional events to achieve learning outcomes. Gagne identified nine events of instruction, including gaining attention, informing learners of objectives, eliciting performance, and providing feedback. His theories provide a framework for effective lesson planning and systematic instruction across domains like military training, engineering, and healthcare. Applying Gagne's nine steps can help ensure lessons are structured to meet learning objectives and achieve understanding rather than just recall.
Gagne's Learning Theories
This document discusses Robert Gagne and his contributions to instructional design and science education. It specifically focuses on Gagne's taxonomy of learning outcomes, which includes five major categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The document also discusses Gagne's learning hierarchy, which proposes that learners must master lower-level prerequisites before moving to higher-level learning. Finally, the document compares procedural task analysis to hierarchical task analysis and outlines Gagne's nine events of instruction. The overall purpose is to introduce students to Gagne's influential instructional theories and how they can be applied to science teaching.
gagne's learning hierarchy and instruction
This document discusses learning and Robert Gagne's theory of instruction. It defines learning as the modification of behavior through experience. Gagne identified five different types of learning outcomes: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. His theory of instruction outlines nine events of instruction that are based on the internal conditions of learning: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the stimulus, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that instruction should support internal learning processes to achieve expected outcomes. Gagne's assumptions provide an effective framework for instruction that can enhance and facilitate learning.
Ch 6 desuggestpedia
Lazarnov asserts that inefficient learning is caused by psychological barriers that limit our ability to learn. He proposes a method called Desuggestpedia to accelerate the learning process by reducing these barriers. Desuggestpedia involves creating a relaxed, comfortable environment where students feel free to take on new identities and are encouraged through positive reinforcement and gentle error correction. The teacher acts as a trusted authority to easily guide students through receptive and activation phases of learning with an emphasis on communication skills over formal testing.
Specification of objectives
This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.
Assessment-Planning-Assessment-Workshop-1.pptx
Assessment-Planning-Assessment-Workshop-1.pptxThe English and Foreign Languages University(EFL Central University)
1. The document discusses when to design assessment in the course design process. It recommends designing assessment items immediately after writing learning objectives so the objectives are still fresh in mind and to check if objectives can be assessed.
2. The document also discusses what domains of learning to assess, including declarative knowledge, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. It provides descriptions of each domain.
3. Key takeaways include planning assessment early based on course goals, considering the purpose and timing of assessment, and designing an assessment blueprint aligned with learning outcomes that assesses the different domains of learning appropriately.Planning1
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
More Related Content
What's hot
Instructional Design: Identifying Instructional Goals
This document discusses the front-end analysis processes for instructional design, including performance analysis, needs assessment, and job analysis. It explains that performance analysis is used to identify problems and potential solutions, and if training is identified as a solution, then a needs assessment is conducted to determine what specifically needs to be addressed. It also discusses establishing clear and measurable instructional goals that indicate what learners will be able to do, the context, and available tools after completing the instruction.
Conducting a Goal Analysis
Goal analysis involves 5 steps: 1) write down the goal, 2) list what must be done to achieve it, 3) review and revise the list, 4) write sentences describing each item, 5) test the sentences. It helps understand goals and increase determination. There are also 5 categories of human capabilities: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Goals are long-term and vague while objectives are specific and time-bound.
Conducting a goal analysis
The document discusses conducting a goal analysis which involves two main steps: 1) classifying the instructional goal according to Gagne's domains of learning, and 2) identifying and sequencing the major steps required to achieve the goal. It then provides details on Gagne's domains of learning, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The document also outlines suggestions for identifying steps within a goal and describes qualities needed for effective instruction.
SDL-2 cognitive and metacognitive strategies
This document discusses cognitive learning strategies and classifies them into different categories. It defines cognitive strategies as behaviors and procedures that make learning, thinking, and problem solving easier. Cognitive strategies are divided into learning strategies used by students and teaching strategies used by teachers. Teaching strategies are classified as pre-instructional, co-instructional, or post-instructional depending on when they are introduced in the learning process. Some examples of cognitive learning strategies students can use include repetition, translation, note-taking, deduction, and questioning for clarification.
Learning Strategies
Learning strategies are mental steps that help students learn a new language and regulate their learning efforts. They include cognitive strategies like repetition, translation, note-taking, and contextualization that directly manipulate information, as well as metacognitive strategies for planning, monitoring, and evaluating one's learning like directed attention, self-monitoring, and self-evaluation. Learning strategy instruction teaches students how to learn and use strategies to be active, successful learners.
Concept learning strategies [autosaved]
This document discusses concept learning strategies based on Robert Gagne's learning outcomes. It explains that concept learning falls under Gagne's category of intellectual skills. Intellectual skills form a hierarchy from discrimination to concepts to principles to procedures to problem solving. Examples of how this hierarchy applies to learning colors are provided. Different types of concepts - concrete and abstract - are defined. Finally, strategies for teaching concepts using analogies, concept trees, and discovery learning are outlined.
Goal analysis
The document discusses instructional analysis and Gagne's domains of learning. It explains that instructional analysis involves classifying an instructional goal according to the type of learning required and identifying the major steps needed to achieve the goal. The domains of learning include verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The analysis process aims to break down goals into their fundamental steps.
Lesson objectives goals assessment
The document provides guidance on writing effective learning objectives, outlining key components such as being specific, measurable, aligned to standards, and focusing on observable student behaviors and higher-order thinking. It distinguishes objectives from goals and discusses how objectives should drive instruction and assessment. Teachers are encouraged to design assessments that directly measure whether students have achieved the stated learning objectives.
Learning tob
The document discusses several key theories of learning. It outlines definitions of learning as involving permanent changes in behavior due to experience. Several learning theories are examined, including stages of learning a skill (cognitive, associative, autonomous phases) and feedback/evaluation. Kolb's model of experiential learning and Whitmore's stages of the learning cycle are also summarized.
Cognitive and metacognitive strategies keidy moreno de hoyos
Cognitive strategies are learning techniques that actively engage the brain in comprehending and retaining knowledge by structuring learning to acknowledge its limitations. Examples of cognitive strategies include repetition, organizing information, summarizing meanings, guessing meanings from context, using images for memorization, and making mind maps, visualizations, associations, using clues, scanning texts for self-testing and monitoring comprehension. Metacognitive strategies provide students with explicit teacher instruction for step-by-step procedures to solve problems.
Gagne’s instructional theory
Robert Gagne developed an instructional theory based on the idea that different learning conditions lead to different types of learning. His theory includes four main elements: 1) Internal and external conditions of learning, 2) Three associations of learning - classical, operant, and verbal conditioning, 3) Five categories of learning - intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes, and 4) Nine instructional events to facilitate learning - from gaining attention to enhancing retention and transfer.
Script writing behavioral objectives
This document provides guidance on writing effective behavioral objectives for lesson plans. It explains that behavioral objectives should describe observable and measurable behaviors that students will demonstrate to show their mastery of goals. The key components of a behavioral objective are a performance (what the student will do), a condition (the context), and a measurement or criteria for mastery. Examples are provided to illustrate how to write objectives that clearly specify what a student's behavior will be to prove they have learned the target skill or concept. The overall goal of behavioral objectives is for anyone reading them to understand what a student must demonstrate to show their learning.
Learning Connections-Presentation1
This document discusses adult learning theory and provides an overview of a course on learning patterns. It defines learning and describes how modern theory views learning as based on feelings, thoughts, and actions experienced during the learning process. The course aims to help students identify their individual learning patterns, analyze learning processes, and apply intentional learning techniques. It introduces the FIT model for adjusting learning patterns to meet task demands by forging, intensifying, or tethering different patterns. The goals are for students to increase self-awareness, enhance quality of relationships, and improve communication skills to find success in meeting learning challenges.
Gagne's condition of learning
Gagne's theory of conditions of learning specifies that there are different types of learning outcomes that require different internal and external conditions. He identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Different instructional approaches and conditions are needed for each type of learning. For example, problem solving opportunities are needed to learn cognitive strategies, while exposure to role models is needed to learn attitudes. Gagne also proposed nine instructional events that are meant to satisfy the necessary conditions for learning, such as gaining attention, informing learners of objectives, and assessing performance.
Cognitive Learning and Teaching
Cognitive theory holds that learning involves changes in mental structures and thinking. It rejects the behaviorist view that learning is just a reaction. Key theorists discussed include Paivio on dual coding, Gagne on learning outcomes, and Gardner on multiple intelligences. Bloom's taxonomy outlines levels of knowledge acquisition. Gardner identified eight multiple intelligences. The cognitive approach sees learning as an internal process influenced by a student's learning style. Effective teaching integrates technology to engage different intelligences and learning styles.
Gagne
Robert Gagne is considered a leading contributor to instructional design theory. His model is based on how information is processed mentally and focuses on arranging instructional events to achieve learning outcomes. Gagne identified nine events of instruction, including gaining attention, informing learners of objectives, eliciting performance, and providing feedback. His theories provide a framework for effective lesson planning and systematic instruction across domains like military training, engineering, and healthcare. Applying Gagne's nine steps can help ensure lessons are structured to meet learning objectives and achieve understanding rather than just recall.
Gagne's Learning Theories
This document discusses Robert Gagne and his contributions to instructional design and science education. It specifically focuses on Gagne's taxonomy of learning outcomes, which includes five major categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The document also discusses Gagne's learning hierarchy, which proposes that learners must master lower-level prerequisites before moving to higher-level learning. Finally, the document compares procedural task analysis to hierarchical task analysis and outlines Gagne's nine events of instruction. The overall purpose is to introduce students to Gagne's influential instructional theories and how they can be applied to science teaching.
gagne's learning hierarchy and instruction
This document discusses learning and Robert Gagne's theory of instruction. It defines learning as the modification of behavior through experience. Gagne identified five different types of learning outcomes: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. His theory of instruction outlines nine events of instruction that are based on the internal conditions of learning: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the stimulus, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that instruction should support internal learning processes to achieve expected outcomes. Gagne's assumptions provide an effective framework for instruction that can enhance and facilitate learning.
Ch 6 desuggestpedia
Lazarnov asserts that inefficient learning is caused by psychological barriers that limit our ability to learn. He proposes a method called Desuggestpedia to accelerate the learning process by reducing these barriers. Desuggestpedia involves creating a relaxed, comfortable environment where students feel free to take on new identities and are encouraged through positive reinforcement and gentle error correction. The teacher acts as a trusted authority to easily guide students through receptive and activation phases of learning with an emphasis on communication skills over formal testing.
Specification of objectives
This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.
What's hot (20)
Instructional Design: Identifying Instructional Goals
Instructional Design: Identifying Instructional Goals
Cognitive and metacognitive strategies keidy moreno de hoyos
Cognitive and metacognitive strategies keidy moreno de hoyos
Similar to Goal analysis
Assessment-Planning-Assessment-Workshop-1.pptx
Assessment-Planning-Assessment-Workshop-1.pptxThe English and Foreign Languages University(EFL Central University)
1. The document discusses when to design assessment in the course design process. It recommends designing assessment items immediately after writing learning objectives so the objectives are still fresh in mind and to check if objectives can be assessed.
2. The document also discusses what domains of learning to assess, including declarative knowledge, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. It provides descriptions of each domain.
3. Key takeaways include planning assessment early based on course goals, considering the purpose and timing of assessment, and designing an assessment blueprint aligned with learning outcomes that assesses the different domains of learning appropriately.Planning1
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
An Introduction To The Dick & Carey Instructional Design Model
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
Lesson Plan and Assessment Alignment
This document provides information on key components of writing effective lesson objectives, including alignment with standards, Bloom's Taxonomy, Depth of Knowledge (DOK) levels, and formative and summative assessments. It discusses defining measurable learning objectives, creating learning activities that meet the objectives and standards, and using formative and summative assessments to evaluate if objectives and standards have been achieved. Examples of verbs for different levels of Bloom's Taxonomy and DOK are provided, as well as guidance on developing rubrics and other assessment tools.
Driver Presentation
This document provides an overview of conducting a goal analysis. It defines goal analysis as the technique used to analyze a goal to identify the sequence of operations and decisions required to achieve it. The document outlines the two steps of goal analysis according to Dick and Carey: 1) Classifying the goal statement according to the type of learning that will occur, which can be verbal information, intellectual skills, psychomotor skills, or attitudes. 2) Identifying and sequencing the major steps required to perform the goal. It provides examples and definitions for each of the different domains of learning.
The Backward Design
What is backward design?
A framework to assist teachers in designing or redesigning teaching materials to enhance learning understanding.
Learning objectives.pptx
The document discusses how to properly structure learning objectives for training activities. It emphasizes that objectives should be based on the overall learning goal and translated into specific, measurable steps. Learning objectives should use action verbs from Bloom's Taxonomy to clearly define what knowledge and skills participants will develop. Well-structured objectives ensure the content, methods, and assessments used are tailored and effective for helping participants achieve the desired competencies.
Conducting Instructional Anaylsis
The document discusses instructional analysis, which is the second step in the Dick and Carey instructional design model. It explains that instructional analysis identifies the subordinate skills needed to achieve a learning goal. There are different types of analysis diagrams used depending on whether the goal is psychomotor, intellectual, verbal, or an attitude. The most common is a hierarchical analysis approach diagram. Students will practice setting a learning goal and identifying the subordinate skills needed to achieve it by building their own hierarchical analysis diagram using Webspiration software.
Conducting Instructional Anaylsis
The document discusses instructional analysis, which is the second step in the Dick and Carey instructional design model. It explains that instructional analysis identifies the subordinate skills needed to achieve a learning goal. Goals are classified and different diagrams are used depending on whether a goal is psychomotor, intellectual, attitude, or verbal. The most common type of diagram for instructional analysis is a hierarchical analysis approach flow chart. Students will practice setting a goal and identifying subordinate skills, then create a hierarchical analysis diagram using Webspiration.
Conducting Instructional Anaylsis
The document discusses instructional analysis, which is the second step in the Dick and Carey instructional design model. It explains that instructional analysis identifies the subordinate skills needed to achieve a learning goal. There are different types of analysis diagrams used depending on whether the goal is psychomotor, intellectual, verbal, or an attitude. The most common is a hierarchical analysis approach diagram. Students will practice setting a goal, identifying subordinate skills, and creating a hierarchical analysis diagram using an online tool.
REPORT. SOC.SCI. 203 Lhorine P. Sario.pptx
The document discusses instructional analysis and formative evaluation in instructional design. It describes the two steps of instructional analysis as goal analysis and subordinate skills analysis. Goal analysis involves outlining the steps an expert takes to achieve the instructional goal, while subordinate skills analysis identifies knowledge and skills learners need to perform those steps. The document also outlines the purposes and procedures of formative evaluation, including expert review, one-to-one evaluation, small group evaluation, and field testing. The purpose of formative evaluation is to assess and improve the effectiveness of instruction by gathering feedback and identifying areas for revision.
Teaching constructs (rp2)
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
Principles of teaching
This document discusses different aspects of teaching methods and lesson planning. It provides definitions and classifications of teaching strategies, methods, and techniques. It also outlines the key components of writing learning objectives, including focusing on student performance and specifying conditions, behaviors, and criteria. Additionally, it describes different levels of cognitive, affective, and psychomotor objectives. Finally, it briefly compares the advantages and disadvantages of direct instruction and lecture-based teaching methods.
BEHAVIORAL OBJECTIVES IN SOCIAL SCIENCE.pptx
This document provides information about lesson plans and how to write behavioral objectives for lesson plans. It discusses the key components of a lesson plan including objectives, subject matter, procedures, evaluation, and assignments. It also outlines Bloom's Taxonomy for categorizing educational objectives into cognitive, affective, and psychomotor domains. Specific guidelines are provided for writing measurable behavioral objectives, including specifying conditions, behaviors, and criteria. Key aspects like making objectives SMART (Specific, Measurable, Attainable, Relevant, Time-bound) are also covered.
SPS Inquiry Learning PD Session 1 2015
This document provides an overview of inquiry learning. It begins with defining inquiry learning and distinguishing it from inquiry teaching. It then outlines the key components of inquiry learning, including developing questions, relating learning to personal experiences, understanding cognitive and affective processes, and overcoming barriers. The document also discusses Carol Kuhlthau's model of guided inquiry and provides examples of how inquiry learning can be implemented, including through questioning activities, observations, and reflections. Homework involves applying the concepts by identifying opportunities for key components in an existing unit of work.
Effective online teaching and student engagement
The document outlines key considerations for planning an effective online course using the ADDIE model of instructional design. This includes analyzing learner characteristics, the learning environment and context. In the design stage, the document emphasizes defining objectives, assessments, and instructional strategies aligned to the objectives. It also covers developing appropriate learning resources while following copyright guidelines. Implementation involves field testing and training students on usage. Evaluation gathers feedback on reactions, learning, and return on investment.
Chapter3 power point goal analysis
This document discusses goal analysis and its fundamental steps. It describes Gagne's domains of learning, which include verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The goal analysis process involves two steps - classifying the instructional goal according to the type of learning, and identifying the major steps required to achieve the goal. Proper sequencing of steps is important for effective goal analysis.
211_lesson_planning (5).ppt
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
Unit 3 notes_updated
This document discusses training objectives and how to formulate them. It defines objectives as describing intended training results rather than processes. Objectives should be measurable and change cognitive, psychomotor, or affective domains. Objectives provide a basis for materials, methods, evaluation, and trainee effort. When writing objectives, they should describe specific, observable trainee behaviors under certain conditions using a measurable performance standard. Communicating objectives clearly is also important.
Similar to Goal analysis (20)
An Introduction To The Dick & Carey Instructional Design Model
An Introduction To The Dick & Carey Instructional Design Model
instructional planning cycle-mother tongue based.pdf
instructional planning cycle-mother tongue based.pdf
Recently uploaded
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Recently uploaded (20)
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Goal analysis
- 1. Conducting a Goal Analysis By Leonard Coprich
- 2. Goal Analysis A method of analyzing the affective requirements of an instructional program
- 3. Conducting a Goal Analysis is a way to identify training content
- 4. Conducting a Goal Analysis A way to identify training content Identify all skills & knowledge to be include in the instruction
- 5. Instructional Analysis Needed: set of procedures applied to an instructional goal results in the identification of the relevant steps for performing the goal.
- 6. Instructional Analysis Needed: a visual representation of what the learner should be doing to learn the goal
- 7. Goal Analysis - Two Steps 1. Classify according to the type of learning outcome (domain of learning) – psychomotor, intellectual, verbal information, attitudes
- 8. Goal Analysis - Two Steps 2. Describe exactly what a students will be doing when performing the goal – using observable verbs such as moving, painting, etc.
- 9. Verbal Info. Vs Intellectual Skills • Verbal Information (facts) – declarative knowledge, “knowing that” – is added to information already in memory • Intellectual Skills – “knowing how” as opposed to know that
- 10. Psychomotor Skills • The learner must use muscular action • With or without equipment • To reach specified results
- 11. Affective Skills - Attitudes • Learners will “choose” to do something¨ • A tendency to make particular choices
- 12. Affective Skills - Attitudes • Probably will not be achieved at the end of the instruction • Evaluation by “doing something”
- 13. Goal Analysis • Decide if sub steps (sub goals) are necessary – complexity of the task – target audience
- 14. Goal Analysis conclusion • Finally, formulate a test item that would show that learners can perform the skill?