The sequential steps derived in the goal analysis are often too large to be taught in one step. The learner might need more information prior to learning a step. This can be seen in step 7 in Figure 10.3.1, where the learner needs some information about zooming in or out. Consequently, you need to break the steps into smaller components, using a subordinate skills analysis. When identifying subordinate skills, ensure the components are not too numerous, which can bore learners and interfere with learning, or too few, which can make the instruction ineffective. For each learning domain classification, you need to conduct a different type of subordinate skills analysis.
Verbal Information
With verbal information, you should derive the subordinate skills through a cluster analysis. In conducting a cluster analysis, identify all of the information that is needed to achieve the goal. After you gather the information, organize the information into logical groupings. Logical groupings should have up to five pieces of information for weaker or younger learners, or up to seven pieces of information for brighter or older learners. A few people can handle nine pieces of information but it is risky to assume that all learners in the target audience can do this. Humans can only process a limited amount of information at a time. These limitations must be factored into the design. To be safe, whenever there is doubt, choose smaller groupings.
Although some people think that verbal information is trivial, it provides the knowledge base for higher-level skills.
Note
Organize the information into small enough chunks for the learners to successfully learn.
Given the learning outcome “learners will be able to name body parts,” the verbal knowledge can be organized as illustrated in Table \(\PageIndex{1}\)
Table \(\PageIndex{1}\):Organization of verbal knowledge for teaching body parts
Body area
Major parts
Smaller parts
Head
Eyes
Ears
Nose
Mouth
Lips, teeth, tongue
Torso
Shoulder
Chest
Abdomen
Belly button
Arm
Upper arm
Elbow
Forearm
Wrist
Hand
Palm, thumb, fingers
Leg
Thigh
Knee
Shin
Ankle
Foot
Heel, toes
Intellectual Skills
With respect to intellectual skills, you need to conduct a hierarchical analysis to determine the subordinate skills. An example of the skills needed to multiply three digit numbers is shown in Figure \(\PageIndex{1}\).
For a hierarchical analysis, follow these steps:
For each goal analysis ask, “What must the learner know before learning this skill?” This creates the first hierarchical level.
For each first level component, ask the same question. This creates a second hierarchical level.
Continue this process as needed.
Assuming a problem-solving goal, the first level might be composed of rules, the second level might be rules or concepts, the third level might be concepts or verbal information, etc. Each level can have a simpler or equally difficult skill underneath it. (See Fenrich (2005) for more information on rules and concepts.)
Psychomotor Skills
You can derive subordinate psychomotor skills through a procedural analysis. An example of the subordinate skills needed for charging a battery for a camcorder is shown in Figure \(\PageIndex{2}\).
When conducting a procedural analysis:
Specify each activity that must be done for each goal analysis step.
Ask, “What must the student do or know before this step can be done?”
Continue this process as needed.
The resulting chart can include several layers.
Attitudes
To determine the subordinate attitude skills, you usually need to conduct at least one of the preceding instructional analysis techniques:
For each goal analysis step, ask “What must the student do when showing this attitude?” The answer is usually a cognitive, intellectual, or psychomotor skill. With this information, you can do the appropriate analysis.
Ask, “Why should learners show this attitude?” The answer is usually verbal information. You should then do a cluster analysis.