Instructional Analysis EDUC 151 Wallace Hannum. Instructional Analysis Systematic, analytical approach to defining instructional content Follows from

Instructional AnalysisInstructional Analysis

EDUC 151EDUC 151

Wallace HannumWallace Hannum

Instructional AnalysisInstructional Analysis

Systematic, analytical approach to defining Systematic, analytical approach to defining instructional contentinstructional content

Follows from task analysis but focuses on Follows from task analysis but focuses on instructional goals, not job tasksinstructional goals, not job tasks

Process for determining what should be Process for determining what should be learnedlearned

PurposePurpose

Define instructional content necessary Define instructional content necessary to reach instructional goalsto reach instructional goals

Select instructional content to includeSelect instructional content to include

Identify instructional content to excludeIdentify instructional content to exclude

Enhance effectiveness and efficiency of Enhance effectiveness and efficiency of learning experiencelearning experience

ProcessProcess

Start with instructional goalStart with instructional goal

Classify instructional goal by learning Classify instructional goal by learning domaindomain

Select appropriate procedure according to Select appropriate procedure according to the learning domainthe learning domain

Break down instructional goal as far as Break down instructional goal as far as possible using the appropriate analysis possible using the appropriate analysis methodsmethods

Why Bother?Why Bother?

Determine what to teach in systematic Determine what to teach in systematic mannermanner

Include all necessary contentInclude all necessary content

Exclude all non-essential contentExclude all non-essential content

Match instruction with learnersMatch instruction with learners

Guide course and lesson developmentGuide course and lesson development

Ensure masteryEnsure mastery

Steps in Instructional AnalysisSteps in Instructional Analysis

Step 1: Classify instructional goal into Step 1: Classify instructional goal into learning domainlearning domain

Step 2: Select appropriate analysis Step 2: Select appropriate analysis methodmethod

Step 3: Conduct analysis Step 3: Conduct analysis

Step 4: Represent content in appropriate Step 4: Represent content in appropriate formform

Rationale for Learning DomainsRationale for Learning Domains

Failure to find “main effects” in the Failure to find “main effects” in the researchresearch

Different types of content may require Different types of content may require different instructional techniquesdifferent instructional techniques

Generalize within domain, but not acrossGeneralize within domain, but not across

Different types of content may require Different types of content may require different ways to measure outcomesdifferent ways to measure outcomes

Learning DomainsLearning Domains

Verbal InformationVerbal Information

Intellectual SkillsIntellectual Skills

Motor SkillsMotor Skills

AttitudesAttitudes

Cognitive StrategiesCognitive Strategies

Verbal InformationVerbal Information

Student is stating, naming, labeling, Student is stating, naming, labeling, describingdescribing

Involves re-tellingInvolves re-telling

Can be simple, like stating a factCan be simple, like stating a fact

Can be complex, like describing a theoryCan be complex, like describing a theory

Intellectual SkillsIntellectual Skills

Student is using symbolic representation to Student is using symbolic representation to manipulate contentmanipulate contentInvolves active processing beyond memorizationInvolves active processing beyond memorizationIncludes use of concepts, principles, proceduresIncludes use of concepts, principles, proceduresSubtypes:Subtypes: Problem solvingProblem solving Rule usingRule using Concept learningConcept learning DiscriminationsDiscriminations

Motor SkillsMotor Skills

Overt behaviorsOvert behaviors

Include thinking but is primarily performing Include thinking but is primarily performing the motor skillthe motor skill

AttitudesAttitudes

Internal predisposition to respond in Internal predisposition to respond in certain wayscertain ways

Can’t be directly observedCan’t be directly observed

Infer presence of attitudes from indicator Infer presence of attitudes from indicator behaviorsbehaviors

Cognitive StrategiesCognitive Strategies

Influence how we learn content in other Influence how we learn content in other domainsdomains

How we regulate internal processesHow we regulate internal processes

MetacognitionMetacognition

Classification ExerciseClassification Exercise1.1. Install hard drive in a computerInstall hard drive in a computer

2.2. List three warning signs of cancerList three warning signs of cancer

3.3. Classify types of rashesClassify types of rashes

4.4. Describe economic principles of supply-demandDescribe economic principles of supply-demand

5.5. Determine impact of higher pressure on gas in Determine impact of higher pressure on gas in containercontainer

6.6. Choose to follow rules for speaking only when called Choose to follow rules for speaking only when called onon

7.7. Determine amount of change from $10 for a $3.50 Determine amount of change from $10 for a $3.50 purchasepurchase

Instructional Analysis in Different Instructional Analysis in Different DomainsDomains

Verbal Information: Cluster AnalysisVerbal Information: Cluster Analysis

Intellectual Skills: Hierarchy AnalysisIntellectual Skills: Hierarchy Analysis

Motor Skills: Procedural AnalysisMotor Skills: Procedural Analysis

Attitudes: Goal AnalysisAttitudes: Goal Analysis

Cognitive Strategies: Analysis of Expert Cognitive Strategies: Analysis of Expert PerformerPerformer

Verbal Information: Cluster Verbal Information: Cluster AnalysisAnalysis

Main Idea


Main Idea

SupportingIdea

SupportingIdea

SupportingIdea


Main Idea

SupportingIdea

SupportingIdea

SupportingIdea

Intellectual Skills: Learning Intellectual Skills: Learning Hierarchy AnalysisHierarchy Analysis

Problem Solving


Problem Solving

Rule Using Rule Using Rule Using


Problem Solving


Concept Learning

Concept Learning

Concept Learning

Concept Learning

Concept Learning


Problem Solving


Concept Learning

Concept Learning

Concept Learning

Concept Learning

Concept Learning

Discriminations Discriminations Discriminations Discriminations

Motor Skills: Procedural Motor Skills: Procedural AnalysisAnalysis

Step 1


Step 2Step 1


Step 2Step 1 Step 3


Step 2Step 1 Step 3 Step 4


Step 2Step 1 Step 3 Step 4 Step 5


Step 2Step 1 Step 6Step 3 Step 4 Step 5

Attitudes: Goal analysisAttitudes: Goal analysis

Attitude Goal


Attitude Goal

Indicator Behavior


Attitude Goal

Indicator Behavior

Indicator Behavior


Attitude Goal

Indicator Behavior

Indicator Behavior

Indicator Behavior


Attitude Goal

Indicator Behavior

Indicator Behavior

Indicator Behavior

Indicator Behavior


Attitude Goal

Indicator Behavior

Indicator Behavior

Indicator Behavior

Indicator Behavior

Indicator Behavior

Cognitive Strategies: Analysis of Cognitive Strategies: Analysis of Expert PerformersExpert Performers

Expert Performer


Expert Performer

Observe Behavior


Expert Performer

“Think Aloud”

Observe Behavior


Expert Performer

“Think Aloud”

Observe Behavior

“Talk Aloud”


Expert Performer

“Think Aloud”

Observe Behavior

RetrospectiveRecall

“Talk Aloud”


Expert Performer

“Think Aloud”

Observe Behavior

RetrospectiveRecall

Cued Recall

“Talk Aloud”

EndEnd

Documents

Instructional Analysis EDUC 151 Wallace Hannum. Instructional Analysis Systematic, analytical approach to defining instructional content Follows from