Chapter 4
Part A Terminology Glossary of Terms:
1. Hierarchical Approach - a technique used with goals in the intellectual skills domain to identify the critical subordinate skills needed to achieve the goal and their interrelationships. Hierarchical Approach is used to analyze the individual steps in the analysis of goals involving intellectual or psychomotor skills. At this point you want to focus on one goal step at a time, starting with the first one. Look at each goal step and think about what skills and knowledge a learner must possess to be able to perform that step. Gagne suggests beginning with the question, "What must the student already know so that, with a minimum amount of instruction, this task can be learned?" The answer will likely be one or more subordinate skills. These subordinate skills are what the learners will need to know to be able to perform that step.
2. Procedural Analysis - this process of listing chronologically, in a step-by-step manner, all the substeps required to perform an instructional goal. Unlike learning a concept or a principle, procedures are strictly defined so that each step is clear and unambiguous to the learner. Procedures can be simple, whereby the learner follows one set of steps in a sequential fashion. However, procedures can also be complex, with many decision points that the learner must make. Regardless of the complexity of the procedure, a procedural analysis breaks down the mental and/or physical steps that the learner must go through so that the task can be successfully achieved. The steps that make up a task are arranged linearly and sequentially, illustrating where the learner begins and ends. Oftentimes, the steps throughout the task, from start to finish, as well as any decisions that the learner must make are arranged in a flowchart, but they can also be done in an outline form. See examples below. Examples of learning outcomes that are procedural in nature are:
· balancing a checkbook
· changing a tire,
· formatting a disk
· bathing a dog
3. Cluster Analysis - a technique used with goals in the verbal information domain to identify the specific information needed to achieve the goal and the ways that information can best be organized or grouped. If your goal falls in the domain of verbal information there will probably not be any specific sequence inherent in the information. In other words, it may not involve going from one step to the next. With verbal information you are not identifying a sequence of steps, but mainly you are just identifying the information that is needed to achieve your goal. In this case a cluster analysis is generally used. This involves identifying and grouping major categories of information that are implied by the goal, and then deciding how the information can be clustered together best.
Diagramming a cluster analysis can be achieved by using the hierarchical technique with the goal at the top and each major cluster as a subskill. Because your information is in clusters, and there is no explicit sequence, it is not considered a hierarchy.
4. Analysis Techniques for Attitude Goals - goal analysis of an attitude identifies the behavior that would be exhibited if someone held that attitude. What must leaners do when exhibiting this attitude? And why should they exhibit this attitude? The answer to the first question is almost always psychomotor skill or an intellectual skill. The purpose of the goal is to get the learner to choose to do either psychomotor or an intellectual skill. The first half of the analysis for an attitudinal goal requires hierarchical analysis techniques.
5. Analysis Techniques for Combination Domains - the instructional analysis process results in identifying a combination of subornate skills from several domains for a goal that was classified as belonging to only one domain. The combination of intellectual skills and verbal combination.
6. Instructional Analysis Diagrams - the procedures applied to an instructional goal in order to identify the relevant skills and their subordinate skills and information required for a student to achieve the goal.
7. Entry Skills - specific competencies or skills a leaner must have mastered before entering a given instructional activity. Entry skills are key components in the design process.
8. The Tentativeness of Entry Skills - the identification of entry skills is one of the real danger spots in the instructional design process, because the designer is making assumptions about both what the leaner must know and should already know.
9. Subordinate Skills Analysis of a Psychomotor Skill - psychomotor skills usually require a combination of intellectual and motor skills, and the intellectual skills often require supporting verbal information. In the diagram that the subordinate skills required to plan the stroke are all intellectual skills- the psycho component of the psychomotor skills. The motor component occurs when the golfer translates the plan into action.
10. Subordinate Skills Analysis of an Attitudinal Goal - the attitudinal goal analysis example that follows will illustrate one technique you could use to develop an instructional analysis for such a goal. Starting with the goal statement, the necessary skills and information are identified in a step-by-step sequence. It generally involves asking the following two questions:
1. What must learners do when exhibiting this attitude?
2. Why should they exhibit this attitude?
· First you should identify the behavior that you will look for to determine if the attitude is being demonstrated. What would people be doing if they were demonstrating that they were following the desired attitude? This will most likely be an intellectual skill or a motor skill. From there you should determine the goal steps and the accompanying subordinate skills just like you do for any other intellectual or psychomotor goal. You will then end up with a hierarchical analysis of skills that represent what learners will be doing if they choose to exhibit the desired attitude.
· The second part involves explaining to a learner "why" they should make the choice to exhibit that attitude. The answer to this usually involves verbal information. For an attitudinal goal, it's not enough that you teach a learner how to do it; they have to choose to do it, and this is the information that will assist them in making that choice. The verbal information can be arranged in its own separate cluster analysis, or integrated into the overall hierarchical analysis. On an instructional analysis flowchart, attitudinal goals are represented by attaching the attitudinal box to the intellectual or psychomotor skill that learners will choose to demonstrate. This is done using an "A" connector. From there you then list the necessary steps and skills necessary to achieve the desired skill. For the supporting verbal information (the "why"), you can either provide a separate cluster analysis, or integrate it into the hierarchical analysis by attaching each verbal "skill" in a box beside the psychomotor or intellectual skill that it supports. This is done using the triangular "V" connectors described earlier.
11.Identification of Entry Skills - identifying appropriate entry skills depends on the current skill level of learner.
12.Group Leadership Training - case study on leadership training for
Neighborhood Crime Watch Group leaders.
13.Hierarchical Analysis of an Intellectual Skill - hierarchical analysis should be used with intellectual and psychomotor skills. Sometimes sequences of procedural steps will be included in a hierarchical analysis.
14.Cluster Analysis for Verbal Information Subordinate Skills - verbal information required to perform either the intellectual or psychomotor skills would be placed within the framework to support the related steps in the hierarchy.
15.Identification of Entry Skills - the skills identified in the analysis that will not be taught are referred to as entry skills.
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