This document discusses concepts related to instructional analysis and goal analysis. It explains that instructional analysis identifies the relevant steps and subordinate skills needed to achieve an instructional goal. Goal analysis involves classifying the goal according to the type of learning and identifying the major steps required. The document also outlines Gagne's domains of learning and provides examples and descriptions of each domain, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. It concludes that goal analysis begins with a clear statement of the instructional goal and involves classifying the goal and identifying the major steps learners need to accomplish it.

1. CHAPTER 3

2. CONCEPTS
 An instructional 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 goal.
 Gange’s domains of learning
 Verbal information
 Intellectual skills
 Psychomotor skills
 Attitudes
 Cognitive strategies

3. 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 STEP REQUIRED
TO PERFORM THE GOAL

4. VERBAL INFORMATION
 First sampel goals :
 Given a list of cities, name the state of which each is the
capital
 Only one answer for each question and only one basic way
to ask question.
 No symbolic manipulation
 No problem solving or rule applying
 Require the learner to provide specific responses to
relatively specific question
 Can be spotted by the types of verbs that are used
e.g : state or list provide specific information or describe
something

5.  The task for the learner is to store the information in
memory during the instruction and remember it for
the test.

6. INTELLECTUAL SKILLS

Means expertise in certain field
Defined as skills that require the learner to do some
unique cognitive activity
Classified in 4 common types:






Discrimination
Forming concepts
Applying rules
Solving problems

7.  PROBLEM SOLVING
WELL
STRUCTURED
• Typical
•Usually considered to
be an application
problem
ILL
STRUCTURED
•Problems in which not
all the data required for
a solution are readily
available for the learner;
and, even the nature of
the goal is not clear.
• Multiple processes can
be used to reach a
solution but no one
solution is considered as
a correct solution.

8. PSYCHOMOTOR SKILLS
 Involves the coordination of mental and physical
activity
 Characterized by learners executing physical
actions, with or without equipment, to achieve specific
results
 For purposes 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
 E.g: setting up and operating a digital video camera

Equipment must be manipulated in a very specific way to
successfully produce a quality video image

9. ATTITUDES
 Attitudes are described as the tendency to make




particular choices or decision.
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 people
make.
Long-term goal.

10. COGNITIVE STRATEGIES
 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 of new acquaintances several times
while visualing their faces.
 A more complex cognitive strategy would be figuring out :
a) How to organize
b) Cluster
c) Remember
d)Apply new information

11. GOAL ANALYSIS PROCEDURES
 Step-by-step style is the best technique for person
performing the goal.
Step
1
Step
2
Step
3
Step
4
Step
5
Step
4
Step
5
 straightforward
Step
1
Step
2
Step
3
?
NO
YES
Step
6
Step
7

12. Step
1
Step
2
Step
3
Step
4
M
Step
5
Step
6
Step
7
M
 Space problem – to drop down to the next line with
your boxes and proceed backward from right to left
with the description and numbering

13. THE SUBSTEPS
The appropriate diagramming of substeps is shown
in the generic diagram that follows:1
2
3
2.1
4
2.2
2.3
5
5.1
5.2

14. SUGGESTION FOR IDENTIFYING
STEPS WITHIN A GOAL
 Describe for yourself the kind of test item or
assessment you would use the to determine.
 Think about steps that learner would have to go
through to respond to your assesment or test.
 Test yourself : Observe yourself , both in the physical
and mental sense,performing the goal.
 Note each of steps you go through and the decision
you have to make.

15. CONCLUSION
 The goal analysis process is begun only
after we have a clear statement of the
instructional goal.
 Involve 2 steps in 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) domains of learning.
 Specific problem that should look
during evaluation is the sequence of
procedures or steps involved.