Identifying Content and Identifying Content and Specifying BehaviorsSpecifying Behaviors

Chapter 4Chapter 4

Instructors and Their JobsInstructors and Their Jobs

W.R. Miller and M.F. MillerW.R. Miller and M.F. Miller

Let’s Think About ThisLet’s Think About This

What should be taught in a course?What should be taught in a course? How should it be presented to students?How should it be presented to students?

Occupational AnalysisOccupational Analysis

Reducing whole into partsReducing whole into parts Dissect job into skills, functions and Dissect job into skills, functions and

competenciescompetencies Job tasks identifiedJob tasks identified

Meet with workersMeet with workers Observe and interview workersObserve and interview workers Submit tentative list to workers/supervisorsSubmit tentative list to workers/supervisors

Tasks analyzed to identify steps Tasks analyzed to identify steps Content translated into performance objectivesContent translated into performance objectives

Job AnalysisJob Analysis

Performance stepsPerformance steps Specific knowledge for effective performanceSpecific knowledge for effective performance Specialized tools and equipmentSpecialized tools and equipment General related informationGeneral related information Safety informationSafety information Critical attitudes essential for successful Critical attitudes essential for successful

employment and advancementemployment and advancement

Let’s Try ItLet’s Try It

Our job = changing a flat tireOur job = changing a flat tire Performance stepsPerformance steps Specific knowledge for effective performanceSpecific knowledge for effective performance Specialized tools and equipmentSpecialized tools and equipment General related informationGeneral related information Safety informationSafety information Critical attitudes essential for successful Critical attitudes essential for successful

employment and advancementemployment and advancement

Developing a CurriculumDeveloping a Curriculum

DACUMDACUM Approach to occupational analysisApproach to occupational analysis Based on three assumptions:Based on three assumptions:

Workers can define and describe jobWorkers can define and describe job Jobs can be described in terms of tasksJobs can be described in terms of tasks All tasks require knowledge and attitudesAll tasks require knowledge and attitudes

CurriculumCurriculum

Curriculum

InstructionalProgram

Instructional Program

Course

Unit

Course

Unit Unit Unit

Instructional Program

DACUM Panel of ExpertsDACUM Panel of Experts

Steps in analysisSteps in analysis Identify occupation’s dutiesIdentify occupation’s duties Identify tasks in precise action termsIdentify tasks in precise action terms Review task statements for completenessReview task statements for completeness Structure task statements in logical sequenceStructure task statements in logical sequence Final reviewFinal review

Traditional Occupational AnalysisTraditional Occupational Analysis

Skillful workers are observedSkillful workers are observed Observer lists tasks and subtasksObserver lists tasks and subtasks Interviews are conducted to clarifyInterviews are conducted to clarify Observer draws upon literatureObserver draws upon literature Survey instrument developed and verifiedSurvey instrument developed and verified

Completing an AnalysisCompleting an Analysis

Determine blocks – Step 1Determine blocks – Step 1 Identifies categories of contentIdentifies categories of content Listed by work processes or equipmentListed by work processes or equipment

Doing content – Step 2Doing content – Step 2 List skills, processes, and procedures of each blockList skills, processes, and procedures of each block

Knowing content – Step 3Knowing content – Step 3 Identify necessary concepts and informationIdentify necessary concepts and information

Doing Content – Step 2Doing Content – Step 2

List specific skills, processes, and proceduresList specific skills, processes, and procedures List in terms of actionList in terms of action List in order of occurrenceList in order of occurrence Be specificBe specific Evaluating elements:Evaluating elements:

Contain steps in given order?Contain steps in given order? Appropriate length for a demonstration/lesson?Appropriate length for a demonstration/lesson? Only one recommended way to perform?Only one recommended way to perform? Wording specific enough to convey behavior?Wording specific enough to convey behavior?

Knowing Content – Step 3Knowing Content – Step 3

Identify necessary concepts and informationIdentify necessary concepts and information Essential to perform with understanding and Essential to perform with understanding and

confidenceconfidence Allows use of judgment in situations that varyAllows use of judgment in situations that vary Prioritizing essential contentPrioritizing essential content Identifying basic conceptsIdentifying basic concepts Determining student capabilitiesDetermining student capabilities Determining affective behaviorsDetermining affective behaviors

Content InventoryContent Inventory

Group closely-related doing and knowingGroup closely-related doing and knowing Create outline to avoid omitting essential Create outline to avoid omitting essential

informationinformation

Course OutlineCourse Outline

Purpose – overall objectives and where fits in Purpose – overall objectives and where fits in programprogram

Broad instructional goalsBroad instructional goals List of unitsList of units Method of instructionMethod of instruction Explanation of evaluationExplanation of evaluation Explanation of grade computationExplanation of grade computation List of resourcesList of resources

Translating Content into ObjectivesTranslating Content into Objectives

Tasks and knowledge are transformed into Tasks and knowledge are transformed into performance objectivesperformance objectives

Focus attention on learner, time, and learning Focus attention on learner, time, and learning activitiesactivities

Establish performance levelEstablish performance level

Goals and ObjectivesGoals and Objectives

Goals – broad statements of desired end resultsGoals – broad statements of desired end results Objectives – clear statements of instructional Objectives – clear statements of instructional

intentintent Helpful in lesson planningHelpful in lesson planning Useful in selecting learning aidsUseful in selecting learning aids Beneficial in determining assignmentsBeneficial in determining assignments Valuable in planning and developing testsValuable in planning and developing tests Beneficial in summarizing and reporting resultsBeneficial in summarizing and reporting results

Performance ObjectivesPerformance Objectives

Specify behaviors students must exhibit at endSpecify behaviors students must exhibit at end Elements:Elements:

Audience – the whoAudience – the who Behavior – performance required of learnerBehavior – performance required of learner Conditions – setting or circumstancesConditions – setting or circumstances Degree – basis upon which performance is judgedDegree – basis upon which performance is judged

Example:Example: With the aid of a sales tax chart (C), the student (A) With the aid of a sales tax chart (C), the student (A)

computes the sales tax for purchases of $.23, $1.25, $2.79, computes the sales tax for purchases of $.23, $1.25, $2.79, and $51.50 (B) with 100% accuracy (D).and $51.50 (B) with 100% accuracy (D).

Types of ObjectivesTypes of Objectives Psychomotor – physical skillsPsychomotor – physical skills

Given a standard balance beam raised to a standard height, Given a standard balance beam raised to a standard height, the student will be able to walk the entire length of the the student will be able to walk the entire length of the balance beam steadily, without falling off, within a six balance beam steadily, without falling off, within a six second time span.second time span.

Cognitive – knowledgeCognitive – knowledge Given a sentence written in the past tense, the student will Given a sentence written in the past tense, the student will

be able to rewrite it in future tense with no errors in tense be able to rewrite it in future tense with no errors in tense or tense contradiction.or tense contradiction.

Affective – attitudes (hardest to assess)Affective – attitudes (hardest to assess) Given the opportunity to work in a team with several Given the opportunity to work in a team with several

people from different races, the student will demonstrate a people from different races, the student will demonstrate a positive increase in attitude towards non-discrimination of positive increase in attitude towards non-discrimination of race, as measured by a checklist completed by non-team race, as measured by a checklist completed by non-team members.members.

How to Write ObjectivesHow to Write Objectives

Use top down approachUse top down approach Prepare course objectivesPrepare course objectives

Write objectivesWrite objectives Prepare objectives for each topicPrepare objectives for each topic Identify what student should be able to doIdentify what student should be able to do Draft and revise – use action wordsDraft and revise – use action words Cover all levels of thinking (Bloom’s Taxonomy)Cover all levels of thinking (Bloom’s Taxonomy)

Effective Performance ObjectivesEffective Performance Objectives

Must be well-writtenMust be well-written Checklist:Checklist:

AudienceAudience BehaviorBehavior ConditionCondition DegreeDegree Precision and clarityPrecision and clarity Completeness, relevance, and achievableCompleteness, relevance, and achievable

Effective Objective?Effective Objective?

At the end of the course in Engineering At the end of the course in Engineering Graphics you, the student, will know how to Graphics you, the student, will know how to use a computer-aided-design software.use a computer-aided-design software.

Sample ObjectivesSample Objectives

By the end of the course, the student will be By the end of the course, the student will be able to list Newton’s three laws of motion.able to list Newton’s three laws of motion.

By the end of the course, the student will be By the end of the course, the student will be able to explain Newton’s three laws of motion able to explain Newton’s three laws of motion in his/her own words.in his/her own words.

By the end of the course, the student will be By the end of the course, the student will be able to calculate the kinetic energy of a able to calculate the kinetic energy of a projectile.projectile.

Sample Objectives (cont.)Sample Objectives (cont.)

By the end of the course, the student will be able to By the end of the course, the student will be able to differentiate between potential and kinetic energy.differentiate between potential and kinetic energy.

By the end of this unit, the student will be able to By the end of this unit, the student will be able to design an original homework problem dealing with design an original homework problem dealing with the principle of conservation of energy.the principle of conservation of energy.

By the end of the course, the student will be able to By the end of the course, the student will be able to determine whether using conservation of energy or determine whether using conservation of energy or conservation of momentum would be more conservation of momentum would be more appropriate for solving a dynamics problem.appropriate for solving a dynamics problem.