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

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

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

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

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

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

8. Describing the Task Visible, Cognitive Task Description Task Description

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

10. Analyzing Assumed vs. Taught Knowledge Analyzing Assumed vs. Taught Knowledge b What will be presented ? Focus on all learnersFocus on all learners Eliminate the topics already knownEliminate the topics already known Pretest, Screen StudentsPretest, Screen Students Detailed ModificationDetailed Modification

11. Developing Instructional Objectives Developing Instructional Objectives b Establish the Lesson’s Intent: Guide Lesson DevelopmentGuide Lesson Development Assess Appropriateness of the LessonAssess Appropriateness of the Lesson Focus Students on Important TasksFocus Students on Important Tasks Evaluate Student PerformanceEvaluate Student Performance Evaluate Lesson SuccessEvaluate Lesson Success

12. Behavioral Objectives b Mager, R.F. 1962 b Three Component Objectives: Behavior exhibitedBehavior exhibited Conditions under which behaviors will be exhibitedConditions under which behaviors will be exhibited Criteria for judging performanceCriteria for judging performance

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

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

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

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

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

18. Complete Objectives b b See Page 106 - Text

19. Classifying Objectives b b 1. Cognitive b b 2. Affective b b 3. Psychomotor

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

21. What is Bloom’s Taxonomy ? b Explain its levels within the Cognitive Domain.

22. The End The End