Identifying Content and Specifying Behaviors

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Identifying Content and Specifying Behaviors

• Chapter 4
• Instructors and Their Jobs
• W.R. Miller and M.F. Miller

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Lets Think About This

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

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Occupational Analysis

• Reducing whole into parts
• Dissect job into skills, functions and
  competencies
• Job tasks identified
• Meet with workers
• Observe and interview workers
• Submit tentative list to workers/supervisors
• Tasks analyzed to identify steps
• Content translated into performance objectives

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Job Analysis

• Performance steps
• Specific knowledge for effective performance
• Specialized tools and equipment
• General related information
• Safety information
• Critical attitudes essential for successful
  employment and advancement

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Lets Try It

• Our job changing a flat tire
• Performance steps
• Specific knowledge for effective performance
• Specialized tools and equipment
• General related information
• Safety information
• Critical attitudes essential for successful
  employment and advancement

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Developing a Curriculum

• DACUM
• Approach to occupational analysis
• Based on three assumptions
• Workers can define and describe job
• Jobs can be described in terms of tasks
• All tasks require knowledge and attitudes

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Curriculum
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DACUM Panel of Experts

• Steps in analysis
• Identify occupations duties
• Identify tasks in precise action terms
• Review task statements for completeness
• Structure task statements in logical sequence
• Final review

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Traditional Occupational Analysis

• Skillful workers are observed
• Observer lists tasks and subtasks
• Interviews are conducted to clarify
• Observer draws upon literature
• Survey instrument developed and verified

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Completing an Analysis

• Determine blocks Step 1
• Identifies categories of content
• Listed by work processes or equipment
• Doing content Step 2
• List skills, processes, and procedures of each
  block
• Knowing content Step 3
• Identify necessary concepts and information

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Doing Content Step 2

• List specific skills, processes, and procedures
• List in terms of action
• List in order of occurrence
• Be specific
• Evaluating elements
• Contain steps in given order?
• Appropriate length for a demonstration/lesson?
• Only one recommended way to perform?
• Wording specific enough to convey behavior?

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Knowing Content Step 3

• Identify necessary concepts and information
• Essential to perform with understanding and
  confidence
• Allows use of judgment in situations that vary
• Prioritizing essential content
• Identifying basic concepts
• Determining student capabilities
• Determining affective behaviors

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Content Inventory

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

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Course Outline

• Purpose overall objectives and where fits in
  program
• Broad instructional goals
• List of units
• Method of instruction
• Explanation of evaluation
• Explanation of grade computation
• List of resources

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Translating Content into Objectives

• Tasks and knowledge are transformed into
  performance objectives
• Focus attention on learner, time, and learning
  activities
• Establish performance level

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Goals and Objectives

• Goals broad statements of desired end results
• Objectives clear statements of instructional
  intent
• Helpful in lesson planning
• Useful in selecting learning aids
• Beneficial in determining assignments
• Valuable in planning and developing tests
• Beneficial in summarizing and reporting results

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Performance Objectives

• Specify behaviors students must exhibit at end
• Elements
• Audience the who
• Behavior performance required of learner
• Conditions setting or circumstances
• Degree basis upon which performance is judged
• Example
• With the aid of a sales tax chart (C), the
  student (A) computes the sales tax for purchases
  of .23, 1.25, 2.79, and 51.50 (B) with 100
  accuracy (D).

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Types of Objectives

• Psychomotor physical skills
• Given a standard balance beam raised to a
  standard height, the student will be able to walk
  the entire length of the balance beam steadily,
  without falling off, within a six second time
  span.
• Cognitive knowledge
• Given a sentence written in the past tense, the
  student will be able to rewrite it in future
  tense with no errors in tense or tense
  contradiction.
• Affective attitudes (hardest to assess)
• Given the opportunity to work in a team with
  several people from different races, the student
  will demonstrate a positive increase in attitude
  towards non-discrimination of race, as measured
  by a checklist completed by non-team members.

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How to Write Objectives

• Use top down approach
• Prepare course objectives
• Write objectives
• Prepare objectives for each topic
• Identify what student should be able to do
• Draft and revise use action words
• Cover all levels of thinking (Blooms Taxonomy)

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Effective Performance Objectives

• Must be well-written
• Checklist
• Audience
• Behavior
• Condition
• Degree
• Precision and clarity
• Completeness, relevance, and achievable

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Effective Objective?

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

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Sample Objectives

• By the end of the course, the student will be
  able to list Newtons three laws of motion.
• By the end of the course, the student will be
  able to explain Newtons three laws of motion in
  his/her own words.
• By the end of the course, the student will be
  able to calculate the kinetic energy of a
  projectile.

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Sample Objectives (cont.)

• By the end of the course, the student will be
  able to differentiate between potential and
  kinetic energy.
• By the end of this unit, the student will be able
  to design an original homework problem dealing
  with the principle of conservation of energy.
• By the end of the course, the student will be
  able to determine whether using conservation of
  energy or conservation of momentum would be more
  appropriate for solving a dynamics problem.