Instructional Design: Identifying Instructional Goals
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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.
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○ Integrated skills
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Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
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► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
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Here are the categorized errors:
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This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
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The lesson plan aims to teach students about the elements of a short story using O. Henry's "The Last Leaf". Students will develop their vocabulary by defining words from the story. They will read the story silently and answer comprehension questions about the characters, setting, and events. Finally, students will write a summary of the story and an essay analyzing the friendship between the main characters and reflecting on friendship in their own lives.
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Here are the categorized errors:
a) Grammar
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f) Pronunciation
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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.
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.
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The document discusses the role of technology in curriculum delivery and implementing instructional media. It outlines a systematic planning process for identifying instructional goals and objectives, choosing appropriate instructional activities and assessing learning. Both non-projected media like models and printed materials as well as projected media like videos and computer presentations are described. Key factors for selecting appropriate instructional technology include practicality, appropriateness for learners, suitability for the activity, and matching objectives. The role of technology is to upgrade teaching and learning quality, increase a teacher's ability to teach effectively and a student's ability to master lessons, and broaden education delivery through non-traditional approaches.
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
A goal analysis identifies the steps required to achieve a goal by sequencing the major operations and decisions. It involves two steps: identifying and sequencing the steps, and classifying the goal statement. The analysis also determines the skills and knowledge needed to complete the goals using Gagne's domains of learning, which include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. These are analyzed and a flowchart is created to chart the steps in the most efficient order through a step-by-step description of achieving the goal. Not all goals follow a traditional sequential process, as some like analyzing verbal information are achieved by topic rather than discrete steps.
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.
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.
Overview of Instructional Analysis (Conduct Instructional Analysis)
Instructional analysis is a process to determine the skills and knowledge needed to achieve a learning goal. It breaks the goal down into smaller steps and identifies other parts needed. The result is a learning map. The process involves classifying learning outcomes, determining goal steps, and analyzing subordinate skills needed for each step through hierarchical or cluster analysis approaches. The subordinate skills analysis identifies supporting information learners need to perform each goal step and achieve the intended outcomes.
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2. Masalah yang diangkat adalah apakah penggunaan media dapat membantu proses pembelajaran menjadi lebih efektif dan efisien, serta bagaimana memodifikasi alat bantu peluru dan pelampung menggunakan limbah.
3. Tujuan penulisan dok
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The document discusses different frameworks for writing instructional goals and objectives, including Mager's objectives, ABCD objectives, enabling and terminal objectives, and Bloom's taxonomy. It provides examples for each framework. Mager's objectives focus on the action, condition, and criteria. ABCD objectives specify the audience, behavior, condition, and degree. Enabling objectives support the overall terminal objective. Bloom's taxonomy categories include remembering, understanding, applying, analyzing, evaluating, and creating to help formulate learning objectives.
Instructional goals and objectives
The document discusses writing instructional goals and objectives for courses. It states that goals and objectives should be listed in the syllabus to clearly communicate expectations to students. Goals are broad statements about what will be learned while objectives are more specific statements of observable student behaviors. Well-written goals and objectives inform students of what and how they will be assessed. The document provides examples of goals and objectives written for cognitive, affective, and psychomotor domains and tips for writing instructional objectives that specify the audience, behavior, condition, and degree.
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.
Fundamentals of Instruction- Human Behavior
For more information about this presentation and more presentations like it check out http://holmesaviationtraining.webs.com, or contact me via email at kenny.holmes2@gmail.com
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- 1. Karleigh Bowen MCOM 530 Instructional Design for Effective Learning
- 2. What is it that you want learners to be able to do when they have completed your instruction? 3 Planning Processes of Front End Analysis: Performance Analysis Needs Assessment Job Analysis
- 3. Decide whether or not training is needed to solve a problem. This analysis is often done by an outside source. Dick and Wager(1995) define performance analysis as the use of analytical tools for identifying organizational performance problems and developing the most appropriate solutions.
- 4. After analyzing performance, try strategies for solving problems. Purpose: Acquire information in order to verify problems and identify solutions Outcome: Description of problem, desired and actual performance, evidence of causes, suggested cost-effective solutions Instruction is not always a solution using this form of front end analysis.
- 5. If performance analysis indicates that a problem can be solved by instruction, then needs assessment can be conducted.
- 6. Three Components 1. Establish a standard or goal that is referred to as the desired status. (Ex.: 10 fiction books in school lib. for each enrolled student) 2. Est. actual status (Ex.: 8 fiction books per student) 3. identify gap between desired and actual=a need (Ex.: school library needs 2 more fiction books per student)
- 7. Desired Status-Actual Status= A Need When desired and actual are the same, then no change is required. Needs assessment is often used in performance analysis.
- 8. What do people do in their jobs? People, environment, tasks, duties. Subject matter experts (SMES), then screen the information to see if tasks are really part of the job.
- 9. Instructional goals derive through performance analysis that establish problems solved through instruction. Needs assessment is then conducted to discuss specifically what will be addressed, and an instructional goal is stated.
- 10. “Fuzzy Goal”- no clear indication of what it is the learner should know. Analyze a vague Goal: 1. Write it down. 2. Indicate what specific things people would do if they were achieving that goal. 3. What best represents achievement of the goal? 4. From that, write a clear statement. 5. Analyze whether or not performance indicates that one achieved your goal.
- 11. Aside from the importance of what the learner will do in an instructional goal, the following should also be indicated: 1. the learner 2. the context in which they will use the skills 3. available tools
- 12. 1. Does the development of instruction solve the problem that lead to the need for it? 2. Are these goals acceptable to those that must approve it? 3. Are there sufficient people and time to complete the development of instruction for this goal?
- 13. Dick, W., Carey, L., & Dick J. (2008). The systematic design of instruction (7 ed.). Boston: Allyn & Bacon.