Instructional Design Models for School Health Education

Task Analysis Model(Teacher directed)

PowerPoint created by: Erika Russell

Sandra L. OwenProfessional Education FacultyDept., Kinesiology and Health

Georgia State Universitycopyright., 2006

Gagne’s Assumptions of Learning

• Skills should be learned one step at a time

• Each new skill learned should build on previously acquired skills

• Learning is hierarchical in nature• Learning causes an observable

change in the learner

Process of Building the Model

• Divide a complex skill or knowledge base into sequential steps

• Identify necessary pre-requisite knowledge• Recall previously learned experiences• Identify targeted learning outcomes

(objectives)

• Develop a checklist for performance or learning (observational assessment/sequential learning assessment)

Initial Description

• Provide lesson goal and objective(s)• Identify the capability (Bloom’s

taxonomy action verbs) to support new learning

• Identify category of learning outcome (intellectual, attitude, or skill)

• Identify pre-requisites for learning capabilities

Constructing the Lesson• Inform learner of objective(s) – lesson

introduction• Gain attention – anticipatory set (“grabs

attention”) – short activity (3 to 5 minutes)• Recall previous information – initial part of

lesson cues• Present stimulus material – lesson cues,

teacher modeling, student activity• Provide learning guidance – teacher modeling• Elicit performance – student activity• Provide feedback – closure, evaluation• Assessment – consistent with objective(s)

(rubric and/or portfolio)• Enhance retention – reteach