1. CONDUCTING A
GOAL ANALYSIS
CAROLYN JENKINS-HAIGLER
FALL 2014

2. INTRODUCTION
An instruction analysis is a set of procedures applied to an instructional goal,
result in the identification of the relevant steps for performing a goal and the
subordinate skills required for a student to achieve a goal.
Gagne’s Domains of Learning:
Verbal
Information
• Verbal Information
• Intellectual Skills
Cognitive
Intellectual
Strategies
Skills
• Psychomotor Skills
• Attitudes
• Cognitive Strategies
Motor Skills Attitudes

3. DOMAINS OF LEARNING
Cognitive Affective
Psychomotor
cannot do
write the with
instruction instruction
without
instruction

4. DESCRIPTION
• Step 1: Classify the goal statement according to the kind of learning
that will occur goal analysis fundamental steps.
• Step 2: Identify and sequence the major steps required to perform a
goal.

5. CONCEPT
• The task of the learner is to store the information in memory during
the instruction and remember it for when it is time to test.

6. INTELLECTUAL
SKILLS
• Means expertise in a certain field defined as skills that require the
learner to do some unique cognitive activity that is classified into 4
common types.
Discrimination
Forming Concepts
Applying Rules
Solving Problems

7. VERBAL
INFORMATION
FIRST SAMPLE
GOALS
• Give a list of states, name the capital of
each state
• Only one answer for each question and
only one basic way to answer the
question
• No symbolic manipulation
• No problem solving or rule applied
• Require the learner to provide
specific response to relatively
specific questions
• Can be spotted by the types of
verbs that are used e.g.: state, list,
or provide specific information or
describe something

8. PSYCHOMOTOR
SKILLS
• Involves the coordination of mental and physical skills
• Characterized by learners executing physical action, with or without equipment to
achieve specific results
• For purpose of instructional analysis, if the learner must learn to perform new,
valuable motor skills or performance depends on the skillful execution of a physical
skill
• Setting up and operation a digital video camera
Equipment must be manipulated in a very specific way to specifically o
successfully produce a quality video

9. ATTITUDE
• Attitude are described as the tendency to make particular choices or
decisions
• Instructional goals that focus on attitude can be viewed as influencing
learners to choose
• An acquired internal state that influence the choice of personal action
toward some class of things, persons, or events
• Represent intrinsically motivated choices you make
• Long - term goals

10. COGNITIVE
STRATEGY
• The Metaprocesses that we use to manage our thinking about things and
manage our own learning
• Some strategies are as straight forward as mentally repeating the name on
new acquaintances several times while visualizing their faces
• A more complex cognitive strategy will be figuring out:
a) How to organize
b) Cluster
c) Remember
d) Apply new information

11. MUST HAVE
QUALITIES FOR
INSTRUCTION

12. GAGNE’S 9 STEPS OF
INSTRUCTION

13. SUGGESTION FOR
IDENTIFYING STEPS
WITHIN A GOAL • The learners
• What the learners will be able to do in the
performance context.
• The performance context in which the skills
will be applied.
• The tools that will be available to the
learners in the performance context
• Write the goal down.
• Identify the behaviors that learners would
demonstrate to reflect their achievement of
the goal. Write everything down to start.
• Sort through the list of behaviors and
select those that best represent what is
meant by the unclear goal.
• Incorporate each of the behaviors into a
statement that describes what the learner
will be able to do.
• Examine the goal statement and ask
yourself this: If learners achieved or
demonstrated each of the performances,
would you agree that they had achieved
the goal? If the answer is yes, then you
have clarified the goal.

14. CHANGE AGENT
As a change agent, I believe that it is crucial for everyone to work as a team by cooperating,
negotiating, and team building; just as students are asked to do in the classroom. I feel that collaboration
with teachers, parents, teacher aides, and support staff is the key to acquiring new ideas and improving
education for all students. I feel parents and teachers are partners who share a desire to work in the best
interests of the child. I make it a habit to established lines of communication and support at the beginning of
the school year and this on-going throughout the year.
I believe in diversity—every student has something invaluable to contribute to the group, and it is
my responsibility to ensure that classroom practices support this belief. All of my students are viewed as
essential contributors to the entire group. I recognize that everyone learns differently, and lessons address
all types of learning styles. I will make sure all students have access to all the skills that are required of
them in an information age. Technology is integrated in my classroom and through instruction when it is
appropriate.
Throughout my ongoing professional development—I personally believe in constant and regular
self-evaluation, establishing short term and long term goals, attending workshops, seminars, and enrolling
in graduate school. I prefer to be a teacher who does not only anticipate the best of the students but also of
me.
As a teacher, I am striving to be is a reflective practitioner who continually evaluates the effect of
his or her choices and actions on students, parents, professionals in the learning community and others and
who actively seeks out opportunities to grow professionally. My role as a teacher is to empower parents by

15. SUMMARY
• The goal analysis is begun only after we have made a clear statement
of the instructional goal.
• Involves 2 steps in a goal analysis process; which is to classify the goal
and identify the major steps for learners to accomplish the goal into
one of Gagne’s (1985) domain of learning.
• During evaluation, when looking for a specific problem make sure the
sequence of procedures or steps are involved.