1. Instructional Analysis EDUC 151 Wallace Hannum

2. Instructional Analysis Systematic, analytical approach to defining instructional content Follows from task analysis but focuses on instructional goals, not job tasks Process for determining what should be learned

3. Purpose Define instructional content necessary to reach instructional goals Select instructional content to include Identify instructional content to exclude Enhance effectiveness and efficiency of learning experience

4. Process Start with instructional goal Classify instructional goal by learning domain Select appropriate procedure according to the learning domain Break down instructional goal as far as possible using the appropriate analysis methods

5. Why Bother? Determine what to teach in systematic manner Include all necessary content Exclude all non-essential content Match instruction with learners Guide course and lesson development Ensure mastery

6. Steps in Instructional Analysis Step 1: Classify instructional goal into learning domain Step 2: Select appropriate analysis method Step 3: Conduct analysis Step 4: Represent content in appropriate form

7. Rationale for Learning Domains Failure to find main effects in the research Different types of content may require different instructional techniques Generalize within domain, but not across Different types of content may require different ways to measure outcomes

8. Learning Domains Verbal Information Intellectual Skills Motor Skills Attitudes Cognitive Strategies

9. Verbal Information Student is stating, naming, labeling, describing Involves re-telling Can be simple, like stating a fact Can be complex, like describing a theory

10. Intellectual Skills Student is using symbolic representation to manipulate content Involves active processing beyond memorization Includes use of concepts, principles, procedures Subtypes: Problem solving Problem solving Rule using Rule using Concept learning Concept learning Discriminations Discriminations

11. Motor Skills Overt behaviors Include thinking but is primarily performing the motor skill

12. Attitudes Internal predisposition to respond in certain ways Cant be directly observed Infer presence of attitudes from indicator behaviors

13. Cognitive Strategies Influence how we learn content in other domains How we regulate internal processes Metacognition

14. Classification Exercise 1.Install hard drive in a computer 2.List three warning signs of cancer 3.Classify types of rashes 4.Describe economic principles of supply- demand 5.Determine impact of higher pressure on gas in container 6.Choose to follow rules for speaking only when called on 7.Determine amount of change from $10 for a $3.50 purchase

15. Instructional Analysis in Different Domains Verbal Information: Cluster Analysis Intellectual Skills: Hierarchy Analysis Motor Skills: Procedural Analysis Attitudes: Goal Analysis Cognitive Strategies: Analysis of Expert Performer

16. Verbal Information: Cluster Analysis Main Idea

17. Verbal Information: Cluster Analysis Main Idea Supporting Idea Supporting Idea Supporting Idea

18. Verbal Information: Cluster Analysis Main Idea Supporting Idea Supporting Idea Supporting Idea

19. Intellectual Skills: Learning Hierarchy Analysis Problem Solving

20. Intellectual Skills: Learning Hierarchy Analysis Problem Solving Rule Using

21. Intellectual Skills: Learning Hierarchy Analysis Problem Solving Rule Using Concept Learning Concept Learning Concept Learning Concept Learning Concept Learning

22. Intellectual Skills: Learning Hierarchy Analysis Problem Solving Rule Using Concept Learning Concept Learning Concept Learning Concept Learning Concept Learning Discriminations

23. Motor Skills: Procedural Analysis Step 1

24. Motor Skills: Procedural Analysis Step 2Step 1

25. Motor Skills: Procedural Analysis Step 2Step 1Step 3

26. Motor Skills: Procedural Analysis Step 2Step 1Step 3Step 4

27. Motor Skills: Procedural Analysis Step 2Step 1Step 3Step 4Step 5

28. Motor Skills: Procedural Analysis Step 2Step 1Step 6Step 3Step 4Step 5

29. Attitudes: Goal analysis Attitude Goal

30. Attitudes: Goal analysis Attitude Goal Indicator Behavior

31. Attitudes: Goal analysis Attitude Goal Indicator Behavior Indicator Behavior

32. Attitudes: Goal analysis Attitude Goal Indicator Behavior Indicator Behavior Indicator Behavior

33. Attitudes: Goal analysis Attitude Goal Indicator Behavior Indicator Behavior Indicator Behavior Indicator Behavior

34. Attitudes: Goal analysis Attitude Goal Indicator Behavior Indicator Behavior Indicator Behavior Indicator Behavior Indicator Behavior

35. Cognitive Strategies: Analysis of Expert Performers Expert Performer

36. Cognitive Strategies: Analysis of Expert Performers Expert Performer Observe Behavior

37. Cognitive Strategies: Analysis of Expert Performers Expert Performer Think Aloud Observe Behavior

38. Cognitive Strategies: Analysis of Expert Performers Expert Performer Think Aloud Observe Behavior Talk Aloud

39. Cognitive Strategies: Analysis of Expert Performers Expert Performer Think Aloud Observe Behavior Retrospective Recall Talk Aloud

40. Cognitive Strategies: Analysis of Expert Performers Expert Performer Think Aloud Observe Behavior Retrospective Recall Cued Recall Talk Aloud

41. End