eJournal Week 4

Analyzing Instructional Goals

Over the last couple of weeks, your analysis has focused on identifying an instructional problem, assessing needs, analyzing context, and determining characteristics of learners. In our class discussions, we’ve also explored a broader context than the school, institution, or organization for which you are designing instruction—examining the nature and scope of attitudes, skills, and abilities needed in the 21^st Century.

The result of these analyses should lead to the development of instructional goals broad, generalized statements about what is to be learned. Some like to think of them as a target to be reached, or "hit." They differ from objectives, which are clear and concise statements detailing what the learner will be able to think, know, or do as a result of completing the instruction. Instructional objectives also describe the context in which the newly learned attitudes, knowledge, or skills will be applied and any tools available to the learners within the performance context.

The formulation of goals and objectives usually comes in the design phase. However, prior to moving into that phase, instructional designers analyze various goals and subgoals for the types of learning required given the needs assessment, context analysis, and characteristics of learners. In your eJournal entry for this week, think through what types of learning will address your instructional problem and explore possible goals and/or subgoals for the instruction that you will design in the next phase of the process.

Special note: Make sure you consider existing curriculum (if any exists) coming from the state, approved at your school, etc. I’d like you to also reflect on the question posed by Ritchhart, Morrison, & Church: “What kinds of thinking do you value and want to promote in your classroom?”. You may also consider another question implied in the excerpt from their book, “What kinds of thinking are necessary to build disciplinary understanding?”

For more guidance on Writing Instructional Goals & Objectives, visit http://www.personal.psu.edu/bxb11/Objectives/

The goal for this course is simple, learn basic rhythm skills. That being said, the way to get there is long and tedious. Students will have to start at the most basic of rhythms, quarter note, half notes, & whole notes, and move on from there. A hands on approach is going to be the best way to teach these skills. Making sure each student has mastered each phase before we move on. Also, assigning flash cards for students to take home may be a way to further what they’ve learned outside of the classroom. The process will have to be scaffolded, beginning with a solid foundation, in order to work out way to the top. That being the hardest rhythms, sixteenths, dotted quarters, etc.