Instructional Goals

This chapter focues on the elements of Analysis and various steps or methods used dependent on the the identified need. Performance analysis, a description of the problems to solve and suggested solutions may or may not reveal the need for training. If training is indicated, a needs assessment identifies the goal, actual state and thus the gap between the two.  Kaufman (1998) frames it as a "means to an end."  In the work world, what is more often used is a job analysis (DACUM, job profile) to describe what people do in their jobs. This requires organizing tasks into duties and involves a process of screening, revision and validation.  The goal must also be clarified to identify the learners, context in which they will use the skill and the tools available for the training.

I liked that there is a criteria to frame the analysis question: Will it solve the problem that led to the need, are the goals acceptable to those who must approve the training and are there sufficient resources to complete the goal through insturction?

Honing and clarifying the goal is illustrated in the customer service and writing sentences scenarios which leads nicely to the reading, Understanding by Design, Chapter 1, Wiggins. Wiggins views students as clients whose goal is a desired learning. He compares design to software - it enhances the learners ability to efficiently learn a concept or skill; it fascilitate effective learning. It is "Backward Design" in that the lessons are inferred from the results sought. Understanding is the focus rather than the inputs needed to implement the design. He compares it to results focused design versus content focused design.  The quetion to ask is why this training or curriculum or "so what?" 

Wiggins compares the "twin sins" -  activities and coverage as learning.  Rather, teachers must be able to ask, "What will students be able to do.?"  "What will student's understand?" and "How should the curriculum be shaped to accomplish the goal?" Design should identify the methods to answer these questions.

First framing the goal (s) is critical so that achievment can be measured.  The stages of design then are, (1) Identify the desired results, (2) Determine the acceptable evidence that the goal has been achieved, (3) Plan the learning experiences and instruction. The template provided by Wiggins follows this process and helps guide the designer to use design standards, using quality control to regularly review the curriculum and a set of tools:  Template, Dssign Standards and Design Tools.