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Identifying Subordinate Skills & Entry Behaviors

Identifying Subordinate Skills & Entry Behaviors. Instructional Design: Analysis Phase. Objectives: By the end of this session you will be able to. Describe approaches to subordinate skills analysis including hierarchal , procedural , cluster , and combination techniques.

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Identifying Subordinate Skills & Entry Behaviors

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  1. Identifying Subordinate Skills & Entry Behaviors Instructional Design: Analysis Phase Unit 1, session 3

  2. Objectives: By the end of this session you will be able to • Describe approaches to subordinate skills analysis including hierarchal , procedural , cluster , and combination techniques. • Describe the relationship among the subordinate skills identified through subordinate skills analysis , including entry behavior Unit 1, session 3

  3. Review: Goals & Goal Analysis • A. Identify an Instructional Goal • What do you want the learner to do? • B. Analyze the Goal Statement: 1. What type of learning is the goal? • Attitudinal, Psychomotor, Intellectual, or Verbal Information Skills 2. Describe exactly what the student will be doing when performing the goal. Unit 1, session 3

  4. Step Two: Identify Subordinate Skills Unit 1, session 3

  5. For Intellectual or Psychomotor Goals Use Unit 1, session 3

  6. Hierarchical Approach • For each step in the goal ask this question: • “ What must the student already know so that , with a minimal amount of instruction, this task can be learned?” • Yields one or more subordinate skills Unit 1, session 3

  7. Fig.1: Hierarchical Approach Unit 1, session 3

  8. For intellectual Skills • The subordinate skills should follow Gagne's hierarchy • higher-order rules • rules • concepts • discriminations Unit 1, session 3

  9. For Verbal Information Skills • Cluster Analysis • Identify the info. needed to achieve the goal Unit 1, session 3

  10. For Attitude Goalsask two questions: Unit 1, session 3

  11. Question # 1 • “What must the learner do when exhibiting this attitude?” • answer is almost always psychomotor or intellectual skill (hierarchical analysis) Unit 1, session 3

  12. Question # 2 • “Why should the learner exhibit this attitude?” • the answer is usually verbal information • analyzed using a separate cluster or • integrated into the basic hierarchical analysis that was done in the first half of the analysis Unit 1, session 3

  13. Entry Behaviors • Instructional analysis serves to identify skills a learner must know before they begin instruction • Identify the hierarchy or cluster level that a majority of the population will already have Unit 1, session 3

  14. Caveats of Entry Behavior • Tentativeness of the line • Danger of drawing the line too low • Beta test if practical Unit 1, session 3

  15. Task Analysis What content will be included in the instruction (training)?

  16. Dick & Carey Design Model Unit 1, session 3

  17. Objectives • Describe techniques for gathering and recording data for a task analysis. • Describe formats for charting an instructional or task analysis.

  18. Doing a task analysis is like building a bike…….. you have to carefully select the right parts and components to build a bike that meets your riding goals.

  19. Task Analysis • a procedure that results in the identification of the relevant steps required for a learner to achieve the goal • identifying the content individuals need to learn to attain the stated goal • identify the beginning point of instruction • get rid of “deadwood”

  20. Task Analysis • Gather data: • Interview a SME • Interview or observe learners • Role-play the procedure • Developer modeling (“Talk it through”) • Research literature • Organize ideas: • Develop a content outline • Create a task analysis diagram

  21. The Content Outline Begin with your goal statement Goal: Build abike. Add the major topics 1. Determine cycling goals. 2. Measure body dimensions. 3. Determine price limits. 4. Compare component options. 5. Check availability of parts. Unit 1, session 3

  22. Content Outline Goal: Build abike. 1. Determine cycling goals. 2. Measure body dimensions. 3. Determine price limits. 4. Compare component options. 5. Check availability of parts. Unit 1, session 3

  23. Content Outline Goal: Build abike. 1. Determine cycling goals. 2. Measure body dimensions. 2.1. Classify shoulder width 3. Determine price limits. 4. Compare component options. 5. Check availability of parts. Unit 1, session 3

  24. Content Outline Goal: Build abike. 1. Determine cycling goals. 2. Measure body dimensions. 2.1 Classify shoulder width 2.1.1 Identify shoulder 2.1.2 Locate shoulder pivot 3. Determine price limits. 4. Compare component options. 5. Check availability of parts. Unit 1, session 3

  25. ~ Your Assignment ~ • Create a content outline • Begin with goal statement at the top (do not number) • Organize content into major ideas • Add supporting content as subtopics • Use the Word numbering feature to number the outline Unit 1, session 3

  26. Content Outline Summary Goal: Build abike. 1 Determine cycling goals. 2 Measure body dimensions. 2.1 Classify shoulder width 2.1.1 Identify shoulder 2.1.2 Locate shoulder pivot 3 Determine price limits. 4 Compare component options. 5 Check availability of parts. Unit 1, session 3

  27. ~ end ~

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