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Effective Task Analysis for Instructional Objectives

Learn how to analyze learning tasks, define objectives, and develop strategies for effective instruction in educational settings. This course delves into the importance of cognitive task descriptions, enabling skills, and assumed versus taught knowledge. Explore the development of instructional objectives, including behavioral objectives following Mager's model. Enhance your understanding of instructional design principles and criteria for judging performance to create successful learning outcomes.

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Effective Task Analysis for Instructional Objectives

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  1. Learning Task Analysis & Instructional Objectives Dr. Ennis-Cole CECS 5130

  2. Analyze Learning Tasks 1. Understand the Instructional Problem (Task Analysis) **Concentrate on the Purpose for the instruction **

  3. Analyze Learning Tasks 2. Develop Terminal Objectives *Determine Enabling Objectives *Determine Prerequisite Skills *Strategies (Rules, Procedures)

  4. Analyze Learning Tasks 3. Define Lesson Content *Sequence *Prerequisites *Targeted Objectives * Enabling Objectives *Course, Unit, Lesson

  5. A Learning Task Analysis 1. Stating Educational Goals 2. Describing Tasks 3. Listing Enabling Skills 4. Analyzing Assumed vs. Taught Knowledge

  6. Educational Goals • 1. General Statements of Learning • Learning to swim • Learning to read • Learning to use Microsoft Works 4.0 • 2. Determine and Record a Goal • Springboard for a more formal and in-depth analysis of the learning process

  7. Describing the Task Visible, Cognitive Task Description

  8. List Enabling Skills • Previously Learned Skills • Foundational Knowledge Necessary for Subsequent Learning • Surface after in-depth Task Analysis • Require Revision & Modification

  9. Analyzing Assumed vs. Taught Knowledge • What will be presented ? • Focus on all learners • Eliminate the topics already known • Pretest, Screen Students • Detailed Modification

  10. Developing Instructional Objectives • Establish the Lesson’s Intent: • Guide Lesson Development • Assess Appropriateness of the Lesson • Focus Students on Important Tasks • Evaluate Student Performance • Evaluate Lesson Success

  11. Behavioral Objectives • Mager, R.F. 1962 • Three Component Objectives: • Behavior exhibited • Conditions under which behaviors will be exhibited • Criteria for judging performance

  12. Observable Behaviors “Show me, I’m from Missouri.”

  13. Observable Behaviors • 1. Specify behaviors • 2. List, Discuss, Classify, Demonstrate • 3. Write, Match, Draw, Summarize • 4. Communicate Student Expectations to... • Parents, Administrators, and Substitutes • 5. Avoid Verbs that do not imply observable actions

  14. Count and Identify the Insects on the Page with 95 % Accuracy

  15. Conditions of the Performance • 1. Special Tools • 2. Learning Teams ? • 3. Items Given / Environment • 4. Timed Sequence • 5. Stimulus Situation

  16. Standards for Judging Performance • 1. Quality of the Response • 2. Time Limit (# Successfully Completed)

  17. Complete Objectives • See Page 106 - Text

  18. Classifying Objectives • 1. Cognitive • 2. Affective • 3. Psychomotor

  19. What is necessary to Write “good” Instructional Objectives ? • 1. • 2. • 3. • 4.

  20. What is Bloom’s Taxonomy ? • Explain its levels within the Cognitive Domain.

  21. The End

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