Project Phase 3: Lesson Sequence and Task/Instructional Analysis Academic Help

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Project Phase 3: Lesson Sequence and Task/Instructional Analysis Academic Help
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You must read phase 1 and 2 before you start. I have attached an example as a guideline. Please use own words and if you came quotation and references must be added

Directions for this phase 3

Project Phase 3: Lesson Sequence and Task/Instructional Analysis

I. Revise your intent statement based on your findings from your needs analysis (and anything else that needs revision)

II. Add to your goal statements the level of learning implied in each statement.

Choose the appropriate taxonomy (Bloom’s taxonomy is a good starting point, although feel free to use other taxonomies) to communicate your intention.

III. Lesson sequence

A. Organize your content/goals into a lesson sequence based on the amount of time you have allocated for each class meeting/session/etc. (you should develop some sort of time-on-task parameter that will guide the scope of instruction you are providing. If you are doing a week-long workshop you have approximately 40 hours to work with, if you are doing a self-regulated online module you may have to guess – how long would a “typical” learning take to engage this instruction.

a. Make sure you consider the levels/kinds of learning implied in your goal statements in terms of the time needed to learn

b. If possible, be thinking ahead to how the instruction will take place. The instructional strategy often directly influences how long it will take to teach a body of knowledge.

B. Label each lesson (or module, try to arrange the content into logical pieces, I like to think of “lessons” as being large enough to have the same theme but small enough to learn before I start getting tired, which for me is about 40 minutes, but that is just a rule of thumb, don’t take that as gospel) so that it communicates the content of that session.

IV. Determining the entry level of instruction

A. Now that you have begun to refine your intent and the parameters of your course, etc. , revise your description of your target audience to include the entry behaviors needed by your participants. Define the knowledge and skills your participants must have to be able to start your course, etc successfully. That is, what do you expect your learners to “look” like when they walk into your “room”.

B. Describe any activities and/or efforts you will make to “remediate” the knowledge of those students who do not have requisite skills.

V. Task/instructional analysis

A. Select one lesson for analysis

B. Do a task analysis for the major goal(s)/objectives(s) of the lesson.

C. Do an instructional analysis for the tasks required in the lesson.

D. Make sure your learning matches your intentions outlined in your goals and in your intent/problem statement. If so, great. If not, adjust one or both.

Phase 3

Evaluation (Grading) Criteria


Possible Points

Your Points

I. Revision of previous phases (all phases should reflect the direction of the current section).


ll. Goal statements are of sufficient detail to lead the selection of instructional strategies. The level of ambiguity is low. Each statement would not be misconstrued (overt objectives are the easiest way to implement this criteria).


lll. Appropriate time for each statement has been selected and a rationale has been provided for duration selected.


a. a domain of learning has been identified for each statement (Smith & Ragan, Bloom, or some other taxonomy) Each learning domain accurately reflects the statement it is associated with.


b. instructional statements are in a logical sequence. A rationale for each step in your sequence is provided.


IV. pre-requisites have been explicitly presented


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