In Chapter 3, “Conducting a Goal Analysis” means determining the crucial steps of the instructional goal by using goal analysis. Why do we teach this subject-matter? Why do we mention about it? What is the goal? What are the benefits of this subject? What will the learner be able to do with the new knowledge he/she acquire after this lesson? The word “goal” here equals another important word “acquisition”; identifying exactly what the learner will be able to do?
Goal analysis has two main steps; 1) “classifying the goal according to the type of learning which will happen at the end of the course”, 2) “identify and sequence the major steps when the learner is performing the goal”.
1) Before starting designing a goal statement, we should know that there are certain subordinate skills to be learned. Gagne’s “domains of learning” will help to classify the goal.
2) Another step of the goal analysis is to “imagine performing the step or explaining it to a learner”. The designer can use a diagram to sequence the steps that will be learned.
So the designer has to know everything about the goal. The best way to see if the goal is appropriate is having the learner performing the goal, or make the learner explain what he/she understands like peer teaching.
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