Assignment Three -- Subordinate & Entry Skills Goal Analysis

Due: October 2
Points: 100

In assignment 2, you performed a front-end analysis to identify an instructional need. You identified a gap in knowledge or performance that could be rectified by instruction and identified an instructional intervention.

 

Grading Rubric

Example Subordinate Skills Analysis

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In this assignment, you will:

1. Determine the major instructional goal(s).
2. Classify the goal statement according to the type of learning that will occur (verbal information, intellectual skills, psychomotor skills, or attitudes and classify it according to Bloom's Taxonomy.
3. Determine the components of the instructional goal via goal analysis -- you will ask, "what exactly does the learner need to do to accomplish this goal successfully?" These are the steps to complete the goal.
4. Determine the subordinate skills that support the completion of the major instructional goal(s). Here, you must ask, "what does the learner need to know or be able to do to accomplish that specific step toward the goal?"
5. Identify & sequence the major steps required to either perform the goal or learn and recall the information -- this is the subordinate skill analysis. Use either hierarchical, procedural, or cluster analysis (decide which is best by using the table at the bottom of p.68.

Closely read Chapters 3 and 4. Pay particular attention to verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. Also, learn Bloom's Taxonomy. All instructional goals and subordinate skills must be classified according to their learning type and domain. Visit the links below for examples.

Deliverables -- Two:

1. Develop a sequence of steps required to complete the instructional goal. Label each step by the type of learning and the domain in Bloom's Taxonomy. This is the "goal analysis." Write the instructional goal(s) in sentence form above the diagram.

2. Develop a flowchart-like sequence of subordinate steps for each step of the instructional goal. If you have five steps in Deliverable 1, you will need five flowcharts of subordinate skills. Each subordinate skill should be identified as to learning type and domain from Bloom's Taxonomy. Also, add entry skills to the chart as shown on p. 72.

Use the examples in pp. 74-84 for help, and the rubric on p. 85 to evaluate your work.

Here's a good example of a similar lesson.

Look at pp. 9-16 of this design blueprint (pdf) for great examples of goal & subordinate skill analysis.

Here's an explicit example of what you need to develop.

Here are Gagne's learning outcomes further defined:

Gagné Learning Capabilities

Learned Capability	Description
Intellectual Skills
Discrimination, Concrete Concept, Defined Concept, Rule, Higher Order Rule,	Discriminates between similar objects or ideas. Identifies objects or ideas belonging to predetermine category. Classifies the objects or ideas. Demonstrates understanding of the rules for classifying.  Generates the rule used to classify the ideas or objects.
Cognitive Strategy	Adopts a strategy to learn.
Verbal Information	Able to state information or facts.
Attitude	Able to choose.
Motor Skill	Executes a physical action.

http://brownemergingtech.com/eme6601/Session6.html