Please enable JavaScript.
Coggle requires JavaScript to display documents.
Analysis of the Learning Task (chapter 8) - Coggle Diagram
Analysis of the Learning
Task (chapter 8)
Scope of the Analysis
（When doing an instructional task analysis, the scope of the task must be taken into consideration）
The statement of purpose of a course should be concerned with what the student will be like after the instruction, not what he is doing during the course.
In stating cause purposes, avoid the tendency to identify those that are too far removed, too far in the future. Purposes should be stated in expected current outcomes of instruction.
Types of Task Analysis
Procedural Task Analysis （A procedural task analysis describes the steps in performing a task）
Uses of information-processing（procedural） analysis
First, such an analysis, and the diagram which results from it, provide a clear description of the target objective, including the steps involved in the procedure.
A second use of information-processing analysis arises from its revelation of the individual steps that might not otherwise be obvious.
Learning-Task Analysis
（When the target objectives have been specified, they may be submitted to another analysis to identify prerequisite competencies or enabling skills.）
Types of Prerequisites
essential prerequisites
supportive prerequisites
Prerequisites in Learning Intellectual Skills （Intellectual skills are affected by both essential and supportive prerequisites.）
Essential Prerequisites for Intellectual Skills
（A target objective representing an intellectual skill is typically composed of two or more subordinate and simpler skills.）
Hierarchies of Prerequisite Skills
（Although learning-task analysis is often concerned with the prerequisite of a target skill, it is possible to continue the learning-task analysis until a point is reached at which the skills identified are quite simple)
Conducting a Learning-Task Analysis for Intellectual Skills （Intellectual skill analysis is carried out by "working backward" from a target skill, the purpose of the analysis is to reveal the simpler component skills that constitute the target skill.)
Supportive Prerequisites for Intellectual Skills
Information as Supportive Prerequisites
(verbal information may support the learning of intellectual skills by aiding the communication of instruction.)
Cognitive Strategies as Supportive Prerequisites
(The learning of intellectual skills may be aided in a supportive sense by the use of cognitive strategies.)
Attitudes as Supportive Prerequisites
(The supportive effect of positive attitudes on the learning of intellectual skills)
Learning-Task Analysis and Other Learning
Types
Prerequisites: Cognitive Strategies
(the prerequisites for cognitive strategies of learning, remembering, and thinking are some very basic (and perhaps very simple) mental abilities.)
Prerequisites: Verbal Information
(To learn and store verbal information, the learner must have some basic lan- guage skills.)
Prerequisites: Attitudes
(The acquiring of particular attitudes may require the prior learning of particular intellectual skills or particular sets of information.)
Prerequisites: Motor Skills
(motor skills are often composed of several part skills.)
Instructional Curriculum Maps
Subordinate and Entry Skills
(The terms entry skill and subordinate objectives generally apply to the description of objectives related to a particular lesson.)