Task+Analysis+Approach

__**Task Analysis Approach**__

__Description of the Approach__: Identifying essential content and skills is done by analyzing the tasks that are necessary for learning (in school or in the "real world").

In the Subject-Matter Analysis model, the key question is "what knowledge is most important" for the students to acquire? In this case, subject matter is broken into parts and graphed onto a master design chart. The chart includes important facts, concepts, rules, laws, generalizations, theories, topics and related information, and even learning behaviors that students must exhibit.

In the Learning Analysis model, content is organized first, and the analysis follows from there. It looks at the sequence of the learning activities, addressing which learning processes are needed for students to learn the content, and when those activities occur in order to best serve the student and meet the goals of the curriculum.

(From Ornstein, A. C. & Hunkins, F. P. (2009). Curriculum development. In //Curriculum: Foundations, principles, and issues//, pp. 211-248. Boston: Pearson.)

__Information Resources__:

Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1998). //Task analysis methods for instructional design.// London: Routledge Press.

__Strategies and Ideas for Implementation:__ It might be helpful for teachers to be able to view a sample design chart, so they can get an idea of what types of information they need to provide for the process. It might be useful for some teachers to work in small groups based on subject-area or grade-level as they work in this process, for support and trouble-shooting.

//**Task Analysis**// Task analysis helps to identify the skills, both academic and process students need to successfully complete a task. When analyzing the task make sure the task is worth doing, list the components, list the skills the students need to have, identify levels of understanding, identify students that have mastered the skills. Design instruction based on the skills or knowledge the entire group needs and based on the students that need prerequisite skills to be successful. This is a school and a life skill.

Organize mini-lessons to teach focus groups needed skills.

Create a T chart based on knowledge and skills.

Is there background knowledge or a level of understanding the entire group is lacking? Are there skills the entire group is lacking? What should I do in a proactive way to prevent frustrations and problems with learning? What shall I do with students who already know and can apply this information?

Rutherford, P (2008). //Instruction for all students//. Alexandria, Virginia: Just Ask