Instructional Design Models for School Health Education Task Analysis Model (Teacher directed) PowerPoint created by: Erika Russell Sandra L. Owen Professional Education Faculty Dept., Kinesiology and Health Georgia State University copyright., 2006

Gagne’s Assumptions of Learning Skills should be learned one step at a time Each new skill learned should build on previously acquired skills Learning is hierarchical in nature Learning causes an observable change in the learner

Process of Building the Model Divide a complex skill or knowledge base into sequential steps Identify necessary pre-requisite knowledge Recall previously learned experiences Identify targeted learning outcomes (objectives) Develop a checklist for performance or learning (observational assessment/sequential learning assessment)

Initial Description Provide lesson goal and objective(s) Identify the capability (Bloom’s taxonomy action verbs) to support new learning Identify category of learning outcome (intellectual, attitude, or skill) Identify pre-requisites for learning capabilities

Constructing the Lesson Inform learner of objective(s) – lesson introduction Gain attention – anticipatory set (“grabs attention”) – short activity (3 to 5 minutes) Recall previous information – initial part of lesson cues Present stimulus material – lesson cues, teacher modeling, student activity Provide learning guidance – teacher modeling Elicit performance – student activity Provide feedback – closure, evaluation Assessment – consistent with objective(s) (rubric and/or portfolio) Enhance retention – reteach