The document outlines the concept of goal analysis, detailing its steps and relevance in educational contexts. It differentiates between educational goals, which are broad accomplishments, and educational objectives, which are specific, measurable outcomes. Additionally, it discusses the importance of understanding various types of learning and their application in instructional design.

1. Presented by Angelita T. Brooks

2. OVERVIEW
 What is a Goal Analysis
 A goal analysis is the technique used to analyze a goal to identify the
sequence of operation and decisions required to achieve it. (Dick, 2009)
 There are 2 fundamental steps
 Classifying the goal statement
Identify and sequence the major steps
 After the goal are set, it must be determined what skills must be learned in
order to complete the goals. The Domain of Learning is the outcome.

3. Psychomotor Skills
 The learner must use muscular action
 With or without equipment
 To reach specified results

4. Cognitive Strategies
 Metaprocesses used by an individual to manage how he or she thinks
about things in order to ensure personal learning.

5. Affective Domain
Includes background information, definitions and relevance of the
affective domain in teaching.

7. Concept of Growth and Development (Chapter 5)
Sensorimotor (Birth to 2 Years). Infants learn about the world by input
obtained through the senses and by their motor activity. Six substages
are characteristic of this stage.
Preoperational (2 to 7 Years). The young child thinks by using words
as symbols, but logic is not well developed. During the preconceptual
substage (2 to 4 years), vocabulary and comprehension increase
greatly, but the child shows egocentrism (that is, an inability to see
things from the perspective of another).
Concrete Operational (7 to 11 Years). Transductive reasoning has
given way to a more accurate understanding of cause and effect. The
child can reason quite well if concrete objects are used in teaching or
experimentation. The concept of conservation (that matter does not
change when its form is altered) is learned at this age.
Formal Operational (11 Years to Adulthood). Fully mature
intellectual thought has now been attained. The adolescent can think
abstractly about objects or concepts and consider different
alternatives or outcomes. A certain amount of idealism, however, is
characteristic at this age.

8. Define educational goal and educational objective
Educational goals are the level of educational
accomplishment, which are acknowledged as
reasonable and pleasing for a specific child at a
specific time. These goals help a student to know
his weaknesses and thus enable him to work on
these weaknesses
Educational objective are objective with an outcome
statement that captures specifically what knowledge,
skills, attitudes learners should be able to exhibit
following instruction. Objectives are statements which
describe what the learner is expected to achieve as a
result of instruction.

9. The following are examples of education goals and
education objectives
Define educational goal and educational objective, give an example of each.
•Educational goals are the level of educational accomplishment, which are acknowledged as reasonable and pleasing
for a specific child at a specific time. These goals help a student to know his weaknesses and thus enable him to work
on these weaknesses.
Examples:
•I will start working on all work projects the day they are assigned.
•I will be on time for work this week.
Educational objective are objective with an outcome statement that captures specifically what knowledge, skills,
attitudes learners should be able to exhibit following instruction. Objectives are statements which describe what the
learner is expected to achieve as a result of instruction.
Examples:
•After the meeting, the employees will work as a team and correct all paper work for building A, B, and C. This
example contains all required parts. The outcome will demonstrate successful completion (before the Site Review).
•After completing all three chapters, the student will take the final exam.
When given a list of 20 words, the learner will be able to identify correctly all the cognitive action.

10. List the differences and similarities between a goal and an
objective.
 A goal is used for long-term ideal, while an objective is used for short-term, specific outcomes.
Goals are more general and less structured than objectives.
Objectives are specific actions that must be taken to achieve desired outcomes. Objectives are
generally outlined into steps or actions, and often include deadlines and budget limitations. Both,
goals and objectives, play an important part in a person’s life.

11. Describe the relationships among educational goals,
human capabilities, objectives, courses, and
instruction.
Educational goals are more general and less structured than objectives. While both
play an important part in a person’s life, the two determine what the person wants to
achieve during his lifetime.
Human capabilities are a talent or ability that has potential for development or use.
Objectives due to objective and goals being similar, both goes hand and hand.
However, objective without goal is simply following blindly in a direction.
Courses are study or training, especially one that leads to a degree or certificate
from an educational institution. They all work to together to help a person achieve
what he/she desires.
Instruction is a set of events or activities presented in a structured or planned way,
through one or more media, with the goal of having learners achieve specified
behaviors.

12. List the five major categories of learned
capabilities
Verbal Information The organized bodies of knowledge that we acquire
Ex. Reciting a poem from memory.
Intellectual Skills Knowing how to do something.
Ex. Remove the old memory chip and insert the new chip into the
computer.
Cognitive Strategies A manner in which learners guide their attending,
learning, remembering,
and thinking.
Ex. Adopting a strategy of asking oneself questions at the end of each
paragraph in a textbook.
Attitudes An acquired internal state that influences the choice of personal
action toward some class of things, persons, or events.
Ex. Preferring Shakespeare to Milton as a topic for an English composition
Motor Skills The ability to do precise, smooth, and accurately timed
performances with muscle
movements.
Ex. Playing a song correctly on the alto saxophone

13. Briefly describe the major reasons why teachers or instructors or trainers
should develop the ability to tell the differences among the types of
learning.
As a teacher educator I found that the conditions of learning
proposed by Gagne were very beneficial. I saw them as guidelines
to follow. I didn't take them to be algorithmic in nature but more
heuristic. They seemed to make logical sense and in fact I think
they helped me better structure my lesson plans and my teaching.
Once again however, even though I viewed the conditions as
heuristics, I did feel that I was somewhat of a robot carrying out
commands. I always felt as though I was being driven by the
conditions. This leads directly to a discussion of the events of
instruction. I felt that the events of instruction really helped me the
most as a teacher. The events gave me the skeleton on which I
could hang my lesson. The events not only provided me with a
road map to follow, but also a way to look at my lesson plans in a
more holistic nature. I was able to see how the parts of the lesson
fit together to achieve the ultimate goal.

14. Affective Domain verse Cognitive Domain

15. The End