Chapter 4 Identifying Subordinate Skills and Entry Behaviors.

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Chapter 4 Identifying Subordinate Skills and Entry Behaviors

Transcript of Chapter 4 Identifying Subordinate Skills and Entry Behaviors.

Page 1: Chapter 4 Identifying Subordinate Skills and Entry Behaviors.

Chapter 4

Identifying Subordinate Skills and Entry Behaviors

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The Dick and Carey Model

Assess Needs to identify Goal(s)

Conduct Instructional

Analysis

Analyze Learners and

Contexts

Write Performance Objectives

Revise Instruction

Develop Assessment Instruments

Develop Instructio

nal Strategy

Design and Conduct

Formative Evaluation

of Instruction

Design and Conduct

Summative Evaluation

Develop and Select

Instructional Materials

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Objectives

Describe approaches to subordinate skills analysis including hierarchical,cluster,and combination techniques.Describe the relationship among the subordinate skills identified through subordinate skills analysis ,including entry behaviors.Apple subordinate skills analysis techniques to steps in the goal analysis,and identify entry behaviors as are appropriate.

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Instructional Analysis

The first step is a goal analysis

The second step in the instructional analysis process is referred to as subordinate skills analysis.

The purpose is to identify the appropriate set of subordinate skills for each step.

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入门技能( entry behaviors )在开始教学之前,学习者已经掌握的知识和技能

从属技能( subordinate skills )——过渡目标学生在执行目的中的步骤前必须学习的知识和技能。

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Approaches to subordinate skills analysis

Subordinate skills analysis is a process of elaborating all the prerequisites (subordinate skills) in various levels, performance or experiences between learners’ entry skill and target skill.

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The analysis approach to intellectual or psychomotor skillsHierarchical Approach

“What must the student already know so that ,with a minimal amount of instruction,this task can be learned?”

What is it that the student must already know how to do,the absence of which would make it impossible to learn this subordinate skill?

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例:问题求解层次分析

1

问题求解目的中的一步

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根据“为了解决问题,学生需要知道什么?” 确定要学的规则

2.4

根据“为了学会该规则,学生必须知道什么?”确定第一个概念

2.2

根据“为了学会该规则,学生必须知道什么?”确定第二个概念

2.3

要做的辨识是:“为了学会第二个概念,学生需要知道什么?”

2.1

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例:问题求解层次分析

问题求解目的

第一步 第二步 第三步 第四步 第五步

规则1

概念1

概念2

辨识1

规则2

概念3

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层次分析就是把信息加工分析的每一个步骤都作为一个终极目标,然后具体分析学生在完成终极目标之前需要掌握哪些从属的先决知识和技能。如果学生还没有掌握这些先决知识和技能,那么它们就成为使能目标,使能目标又需要从属的技能……这样依次分析下去,从属的先决技能越来越简单,直到它们是学生已经掌握的知识技能为止。

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The following conventions are used when diagramming a hierarchical analysis

The instructional goal is stated at the top.All the steps in the goal appear in numbered boxed at the top of the hierarchy.

All subordinate intellectual skills appear in boxes that are attached via lines coming from the tops and bottoms of boxes.

Verbal information and attitudinal skills are attached to intellectual and motor skills via horizontal lines,as will be shown in subsequent sections.

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Arrows should indicate that the flow of skills is upward toward the goal,

If two lines should not intersect ,then use an arch.

Statements of all subordinate skills,including decisions,should include verbs that indicate what the student must be able to do.Avoid boxes that include only nouns.

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Hierarchies,in the real world,are not necessarily symmetrical,and they can take on all kinds of shapes.There is no one correct appearance for a hierarchy.

If one of steps in the goal analysis is a question and in represented by a decision diamond,it is necessary to determine whether there are subordinate skills required to make that decision.

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Check the adequacy of your back-stepping analysis

Have I included subskills that relate to the identification of basic concepts,such as object qualities?(Example:Can a tetrahedron be identified?)

Have I included subskills that enable students to identify abstractions by means of a definition?(Example:Can the student explain what a city is,or show what an emulsion is?)

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Have I included subskills that will enable students to apply rules?(Example:Can the student make sentence verbs agree with subjects,or simplify mixed fractions?)

Have I included subskills in the analysis that will enable students to learn how solve problems required to demonstrate mastery of the instructional goal?)

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The analysis approach of a verbal information goal

Cluster Analysis

Identify the major categories of information that are implied by the goal.

How to diagram a cluster analysis?

-Hierarchical technique

-Use an outline format and simply list each of the clusters.

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Subordinate skills analysis techniques for attitude goals

“What must learners do when exhibiting this attitude?”

-This is almost always a psychomotor skill or an intellectual skill.

——Hierarchical analysis techniques“Why should they exhibit this attitude?”

-Verbal Information ——Cluster analysis

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Combining Instructional Analysis Techniques

V2 1

1 是言语信息, 2 是智慧或运动技能1 is used in support of the 2

A1 2

2 是态度信息, 1 是智慧或运动技能1 is used in support of the 2

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Instructional analysis diagrams

The first step is to classify your instructional goal and perform a goal analysis.

Then select the appropriate techniques for identifying the subordinate skills.

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Type of goal or step

Intellectual skill

Psychomotor skill

Verbal information

Attitude

Hierarchical

Hierarchical

Cluster

Hierarchical and /or cluster

Type of analysis

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Entry Behaviors

What is Entry Behaviors?How the designer identifies entry behaviors ?Why are entry behaviors so important?How you go about identifying the specific entry behaviors for your materials?

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What is Entry Behaviors?

Instructional analysis helps the designer identify exactly what learners will already have to know or be able to do before they begin the instruction.These skills are referred to as entry behaviors.

Learners must already have mastered them(entry behaviors) in order to learn the new skills included in the instruction.

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How the designer identifies entry behaviors ?

In order to identify the entry behaviors for your instruction,examine the hierarchy or cluster analysis and identify those skills that a majority of the learners will have already mastered before beginning your instruction.Draw a dotted line above these skills in the analysis chart.The skills that appear above the dotted line will be those you must teach in your instruction.those that fall below the line are called entry behaviors.

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How the designer identifies entry behaviors ?

Instructional designers should identify expected entry behaviors of learners by continuing the instructional analysis to the point that skills identified become basic for their learners.If a cluster or combination approach is used in which subordinate skills and knowledge are identified,then the identification process can be continued until basic skills are identified,and so indicated by the dotted line.

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Why are entry behaviors so important?

They are defined as the skills that fall directly below the skills you plan to teach,therefore,they are the initial building blocks for your instruction,

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How you go about identifying the specific entry behaviors for your

materials?It will depend on where you stopped when you conducted your instructional analysis.

If your subordinate skills analysis were carried out to the point of identifying basic,low-level skills ,then it should be possible for you simply to draw a dotted line through the chart above those skills that you assume most learners have already acquired.