wk 6 - Task and Instructional Analysis

This week we were exploring tasks and performances: the different types of them, the objectives behind them, etc.

There are actually several types of learned performances or "learning outcomes" (as quoted from the reading). They are: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills.

1. Verbal information aka declarative knowledge is when the learners are able to state that they know something. For example "I know that rose is red". By giving the statement, the learner shows the evidence of verbal information that they have acquired.

2. Intellectual skills involve the ability of the learners to actually carry out of some actions, not just to state them or talk about them. So, continuing of the above example, now the learners are able to actually 9and correctly) point out to a red thing that is called rose.

3. Cognitive strategies are the ability to engage in self-monitoring, self-guiding activities that make possible the executive control. They are ways of managing the process of learning, remembering, and thinking. After achieving this learning outcome, learners are expected to able to use particular strategies to help them learn something and recall them.

4. Attitude is an acquired internal state that influences the choice of personal action toward some class of things, persons, or events.

5. Motor skills are functioned to make possible the precise, smooth , and accurately timed execution of performance involving the use of muscles.

Besides those types of performace (or, well, learning outcomes), I also get to know 2 types of relationships between different kinds of skills needed in task performance.
Ok, so basically, in performing task, we need to have specific skills. Like for example, my task is to get the definition of "acquaintances". In performing this task, I need to have the skill of reading or finding the correct dictionary.

As I said before, there are 2 types of relationship among skills.
1. Flowchart visualizes an orderical relationship. It means that one skill depends on the other skill, one skill can be performed only after the learners are able to perform the "prerequisite skill". Example: you can only search the definition "acquaintances" word in dictionary after you have the reading ability.

2. Hiearchy tells us that the skills are independent to each other. No fixed sequence, no order. Learners can just do whatever skill they want to do first.

The other knowledge I gained from this week's readings is about goal analysis and how it influences the type of tasks that we need to perform.

Well, I just basically sum up the reading. Don't have any specific thing to reflect about.