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ANALYSIS OF A
LEARNING TASK
PRESENTED BY:
• AMI NORSAADAH BT AMRAN
MPP 151
• SHARIFAH NORASSURAH BT HASSAN
• MPP
• FARIDAH BT JANTAN
• MPP 151235
What is the analysis?
A systematic examination and evaluation of data or
information, by breaking it into its component parts to
uncover their interrelationships. Opposite of synthesis.
An examination of data and facts to uncover and
understand cause-effect relationships, thus providing
basis for problem solving and decision making.
Usage examples:
He performed an analysis on the job, because he wanted to
know how every party functioned so he could change it
in the future.
What is the learning task?
“Learning Task are opportunities you create for students
to engage with the content you’re teaching. You want to
be sure your plans and commentaries clearly describe
the learning task you create.”
Procedural task
analysis but is also
A learning-task
sometimes called an
analysis.
information processing
analysis.
1. Procedural Task Analysis
a. Describes the steps for performing a task.
For example, the steps to change a tire.
A specific example of a procedural task analysis for
making sentences with indefinite pronouns .
b. Involves breaking task down into steps the learner
must perform to complete the task.
c. Notice that the task shown in figure 8-1 has both
observable steps ( write indefinite pronoun) and mental
steps ( recall action verb and make a decision wether to
use a singular or plural form ).
d. The analysis goes beyond the observed behaviors.
e. The analysis also accounts for the intellectual skills that
are components of the total task, thus the name
“information-processing analysis.”
Uses of Information-processing Analysis
1. Its provides a
clear 2. The
description of Two primary kinds depiction of
the target of information come individual
objective, from information- steps that
including the processing analysis. might not
steps involved otherwise be
in the obvious.
procedure.
This Given two
description numbers,
conveys more demonstrate
It provides a clear
information the process
description of the
than the of
target objective.
objective subtraction.
statement. Figure 8-3
The depiction of
individual steps
that might not
otherwise be
obvious.
verbal information
attitudes
motor skills
COGNITIVE STRATEGIES
Involves remembering and learning
-basic and simple mental abilities
- eg: ability to create visual images
in order to remember a list of items
VERBAL INFORMATION
A learner must have basic language skill
Learning theories propose that information is
stored and retrieved in the form of proposition
(sentences).
Therefore, learner must possess the essential
prerequisite skill of forming sentences
Eg rules of syntax
ATTITUDES
Attitudes may mutually supportive of each other
One attitude might support the acquisition of
another attitude
Verbal information has a supportive function in
establishing attitudes
Attitude “don’t drive after drinking” is more readily
acquired if the ind understands the social situation
that tempt one to practise it
MOTOR SKILLS
Often composed of several part skills
Efficient learning takes effect when the part
skills are practised individually
Eventually combined in practice of the total
skill
Therefore, the part skills function as
essential prerequisites for learning the total
skill
INTEGRATED GOALS
integrated goals are conceived as
incorporating various single types of
instructional outcomes (facts, concept,
rules, strategies)