Learning Task Analysis Essay

Instruction Goal analysis
Instructional goals are quite significant for the learner’s needs. There is a need to determine and to analyze the instructional goals that develop the learners’ needs. Prior knowledge that the learners have formed one of the elements of the design model.

Instruction goals should be developed in any course with a consideration for the entry level skills that are needed learners. The goals outlined should coincide with the learning intended and outcomes for the learners. Instructional goals should focus on developing different skills and concepts in the learners.

The goals involve the development of motor skills, discrimination skills, concrete concepts, defined concepts, rules and attitudes. It also focuses on developing higher order rules, cognitive strategies and verbal information.

Instructional goals are set in domains that can be accomplished by the instructor. Their impact on the learner by addressing the needs, skill development and characteristic outcomes. The instructional goals are developed through classifying outcomes of the learning process and then determining the goal. These goals focus on the development of the student and not the teacher. Student performance should be a key factor in the design of learning goals. Such structured processes form a basis for learning and good evidence of successful instruction process for the learners.

Learning domain associated with a learning goal
The learning process should focus on developing a basis of facts, procedures, concepts and principles in the learners. Learning goals focus on different effects on the learner, and thus the need for linking any learning domain with the goals. Learning domains involve the cognitive domain, which majors in development of content knowledge. It also attains the development of the intellectual skills in the learners. The affective learning domain focuses on attaining mastery of feelings, appreciation, values, motivations, enthusiasms and attitudes in the learners. The psychomotor learning domain can be attained through mastery of the physical movement, proper coordination, and utilization of the motor-skill areas. These skills are developed through practice and can be measured through precision, speed, procedures, distance and techniques of execution. An interpersonal learning domain focuses on the development of interaction skills in the learner. The goal should be developing an ability to interact with other learners in the process of learning. Every learning goal should be accompanied by learning domain that develops knowledge.

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STEP ONE: At the planning level, it involves consideration, goals & objectives and contextual features.
Consideration: this aspect involves determining learning conditions that surround learners. It involves the articulation of any conditions that affect learners and how they impact on the learning process and attainment of set goals.

Goals & Objectives: this aspect involves articulation of goals and objectives of the learning process. At this level, the instructor develops the program that impacts the needed skills in the learner.

Contextual Features: at this level the instructor takes into consideration the information, processes, facts and materials that ought to be used in the attainment of the goals. This involves developing and proper selection of the instructional materials. The instructor develops a full instructional content, activities and procedures at this level. Determining of the possibility of material reuse is quite necessary at this level.

STEP TWO: At the instruction level, it involves communication, managing and assessment steps.
Communication: this stage involves information delivery to the learners. It can take any form depending on the best chosen model of communication and the prevailing conditions. It involves the transfer of information, developing and reinforcing the skills and knowledge in the learners.

Managing: this step involves management of on-task behavior and classroom management. Learners should be controlled in the best way possible through acceptable procedures.

Assessment: this step involves judging the worthiness of the instructional process and the depth of understanding. This happens after all learning activities in the classroom with the basis of outcome planned. There is the evaluation after every class.

Entry level skills analysis
Identification of Instructional Goals: this level involves a description of what learners are expected to perform. This describes an entry point in the instruction process.

Conducting Instructional Analysis: this step involves identification of necessary procedures that the learner ought to perform so that they can accomplish different learning tasks. This entry point defines the exact performance gaps between the initial learning process and the expected performance.

Identification of entry behaviors: at this stage there is identifying of general characteristics that include skills, motivation levels, experience, and demographics that are related to learning skills and topics.

Write down Performance Objectives; this entry point involves a description of the skills and task that learners ought to learn. There is also an articulation of standards and conditions in which the tasks ought to be accomplished.

Development of Instructional Strategy: this stage involves developing a strategy of information transfer, development and reinforcement of the skills.

Development of the Assessment Instruments: at this level there is a structuring of tests and evaluation programs that help learners meet necessary learning prerequisites. At the end of this step, there is a possibility of meeting learning goals.

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