Goal and Instructional Analysis & Learner and Context Analysis assignment

Part 1: Goal and instructional analysis – 50 points
What we’re trying to do in this step is to decompose whatever the overall goal we set into its
constituent parts. The idea is to identify the skills and knowledge that should be included in our
instruction and to make sure that we know exactly what we are going to be teaching so that we
don’t leave out certain steps and we cover everything. Note that you are not yet saying anything
about how you will teach. The purpose of the instructional analysis is to identify the skills and
knowledge that should be included in the instruction. The instructional analysis process usually
presents by a flowchart or diagram depicting the steps, substeps, and subordinate skills
required to attain your goal.
The goal and instructional analysis page should include three elements: 1) Instructional goal, 2)
Goal analysis, and 3) Instructional analysis. See the instructions below for details.
Instructional Goal
This was defined in the Needs Assessment assignment. Do not change it, copy and paste the
instructional goal to here.
Goal Analysis
Goal analysis includes 2 steps: 1) Identifying the overall goal and classifying it into one or more
of the learning domains (Intellectual, Verbal, Psychomotor, Attitudes), 2) Identifying and
sequencing the major steps required to perform the goal.
Robert Gagne proposed 4 different types of domains of learning:
(1) Verbal Information skills: Require learners to provide specific responses to relatively
specific questions. For example: Learners must “state”, “name”, “Describe”…
(2) Intellectual Skills: Require learners to perform tasks like making discriminations, forming
concepts, applying rules, solving problems, etc.
(3) Psychomotor Skills: Require learners to perform physical actions. Mental or cognitive
activity may accompany motor skills.
(4) Attitudes skills: Require learners to make particular choices or decisions. They are often
long-term goals.



Powered by WordPress