1. Identifying Subordinate Skills & Entry Behaviors
Dick & Carey
Chapter 4

2. 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.

3. Step Two: Identify Subordinate Skills

4. For Intellectual or Psychomotor Goals Use

5. 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

6. For lntellectual Skills
The subordinate skills should follow Gagne's hierarchy
higher-order rules
rules
concepts
discriminations

7. For Verbal Information Skills
Cluster Analysis
Identify the info. needed to achieve the goal

8. For Attitude Goals ask two questions:

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

10. 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

11. 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

12. Caveats of Entry Behavior
Tentativeness of the line
Danger of drawing the line too low
Beta test if practical