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CONDUCTING A GOAL ANALYSIS
CAROLYN JENKINS-HAIGLER
FALL 2014
INTRODUCTIONAn instruction analysis is a set of procedures applied to an instructional goal, result in the identification of the relevant steps for performing a goal and the subordinate skills required for a student to achieve a goal.
Gagne’s Domains of Learning:
• Verbal Information
• Intellectual Skills
• Psychomotor Skills
• Attitudes
• Cognitive Strategies
Verbal Informati
on
Intellectual Skills
AttitudesMotor Skills
Cognitive
Strategies
DOMAINS OF LEARNING Cognitive Affective Psychomotor
cannot do
write the with
instruction instruction
without
instruction
DESCRIPTION• Step 1: Classify the goal statement according to the kind of
learning that will occur goal analysis fundamental steps.
• Step 2: Identify and sequence the major steps required to perform a goal.
CONCEPT• The task of the learner is to store the information in memory
during the instruction and remember it for when it is time to test.
INTELLECTUAL SKILLS• Means expertise in a certain field defined as skills that
require the learner to do some unique cognitive activity that is classified into 4 common types.
Discrimination
Forming Concepts
Applying Rules
Solving Problems
VERBAL INFORMATIONFIRST SAMPLE
GOALS• Give a list of states, name the
capital of each state
• Only one answer for each question and only one basic way to answer the question
• No symbolic manipulation
• No problem solving or rule applied
• Require the learner to provide specific response to relatively specific questions
• Can be spotted by the types of verbs that are used e.g.: state, list, or provide specific information or describe something
PSYCHOMOTOR SKILLS• Involves the coordination of mental and physical skills
• Characterized by learners executing physical action, with or without equipment to achieve specific results
• For purpose of instructional analysis, if the learner must learn to perform new, valuable motor skills or performance depends on the skillful execution of a physical skill
• Setting up and operation a digital video camera
Equipment must be manipulated in a very specific way to specifically o successfully produce a quality video
ATTITUDE• Attitude are described as the tendency to make particular choices or
decisions
• Instructional goals that focus on attitude can be viewed as influencing learners to choose
• An acquired internal state that influence the choice of personal action toward some class of things, persons, or events
• Represent intrinsically motivated choices you make
• Long - term goals
COGNITIVE STRATEGY• The Metaprocesses that we use to manage our thinking about things and
manage our own learning
• Some strategies are as straight forward as mentally repeating the name on new acquaintances several times while visualizing their faces
• A more complex cognitive strategy will be figuring out:a) How to organize
b) Cluster
c) Remember
d) Apply new information
MUST HAVE QUALITIES FOR INSTRUCTION
SUGGESTION FOR IDENTIFYING STEPS
WITHIN A GOAL• The learners
• What the learners will be able to do in the performance context.
• The performance context in which the skills will be applied.
• The tools that will be available to the learners in the performance context
• Write the goal down.
• Identify the behaviors that learners would demonstrate to reflect their achievement of the goal. Write everything down to start.
• Sort through the list of behaviors and select those that best represent what is meant by the unclear goal.
• Incorporate each of the behaviors into a statement that describes what the learner will be able to do.
• Examine the goal statement and ask yourself this: If learners achieved or demonstrated each of the performances, would you agree that they had achieved the goal? If the answer is yes, then you have clarified the goal.
CHANGE AGENTAs a change agent, I believe that it is crucial for everyone to work as a team by
cooperating, negotiating, and team building; just as students are asked to do in the classroom. I feel that collaboration with teachers, parents, teacher aides, and support staff is the key to acquiring new ideas and improving education for all students. I feel parents and teachers are partners who share a desire to work in the best interests of the child. I make it a habit to established lines of communication and support at the beginning of the school year and this on-going throughout the year.
I believe in diversity—every student has something invaluable to contribute to the group, and it is my responsibility to ensure that classroom practices support this belief. All of my students are viewed as essential contributors to the entire group. I recognize that everyone learns differently, and lessons address all types of learning styles. I will make sure all students have access to all the skills that are required of them in an information age. Technology is integrated in my classroom and through instruction when it is appropriate.
Throughout my ongoing professional development—I personally believe in constant and regular self-evaluation, establishing short term and long term goals, attending workshops, seminars, and enrolling in graduate school. I prefer to be a teacher who does not only anticipate the best of the students but also of me.
As a teacher, I am striving to be is a reflective practitioner who continually evaluates the effect of his or her choices and actions on students, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. My role as a teacher is to empower parents by providing them with information, hope and energy, as well.
SUMMARY• The goal analysis is begun only after we have made a clear
statement of the instructional goal.
• Involves 2 steps in a goal analysis process; which is to classify the goal and identify the major steps for learners to accomplish the goal into one of Gagne’s (1985) domain of learning.
• During evaluation, when looking for a specific problem make sure the sequence of procedures or steps are involved.
