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Analyzing Jobs Analyzing Classroom Demands

Analyzing Jobs Analyzing Classroom Demands. July 20, 2007. Job Analysis. Systematic way to observe jobs to determine: what the worker does how she does it why she does it skills involved in performance. Job Analysis: What’s Included. Duties and Tasks Environment Tools and Equipment

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Analyzing Jobs Analyzing Classroom Demands

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  1. Analyzing JobsAnalyzing Classroom Demands July 20, 2007

  2. Job Analysis • Systematic way to observe jobs to determine: • what the worker does • how she does it • why she does it • skills involved in performance

  3. Job Analysis: What’s Included • Duties and Tasks • Environment Tools and Equipment • Relationships • Requirements

  4. Extremely hot Extremely cold Humid Wet Dry Dusty and dirty Noisy Good lighting Good ventilation Tension and pressure Distracting conditions Hazardous Work with others Important Information: Working Conditions

  5. Math skills (+, -, x, /) Make change Use measuring devices Read Write Talk Follow instructions Use telephone Lift, carry, push, pull Walk, run, climb, balance Stoop, kneel, crouch, crawl Stand or sit Use hand tools Operate machines Important Information: Job Requirements

  6. More Important Information • Job description • Training required • Salary • Hours (time of day, also hours in a week) • Good features of the job • Poor features of the job

  7. Settings to Obtain “Fit” Information • Simulated business in or out of school • Career City, Quincy Public Schools, Illinois • School stores • Field trips • Speakers • Career Information Centers

  8. Task Analysis Learn, then practice, practice, practice

  9. Why Task Analysis? • Behaviors and tasks are made up of smaller component parts. By breaking them apart we can more easily teach students to complete the whole task. • Sometimes it is 1 component part that is an issue for a student, not the entire task. • Makes things explicit.

  10. Developing a Task Analysis • Define the task • List the prerequisites of the task • List task components • List procedures • List materials

  11. Define the Task • Brushing teeth • Create boundaries—does this include simply the act of brushing or the sequence of events from the time you pick up your toothbrush to the time you return it to its proper place?

  12. Prerequisites • Motor skills • Verbal or communication skills • Academic skills • For teeth brushing?

  13. Task Components • What are the sub-tasks? • Does order matter? What is the best (most efficient) order? • For teeth brushing? • http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/TaskAnalysis.html

  14. Procedures • How will I teach each of the sub-tasks? • How will the strategies differ from one to another? • For teeth brushing?

  15. Materials • What are the appropriate aides for teaching this task? • When possible (and appropriate) use the actual materials the student will need to use to do the task. • For teeth brushing?

  16. Individualizing Task Analysis • Focus on sub-tasks that students have difficulty with • Group together sub-tasks the student already has mastered • There is no need to task analyze things which the student has mastered or nearly mastered!

  17. Example 1: Getting ready for Math class • "Get ready for math class" Clear desks of unnecessary items. • Place your math book, a pencil, and your calculator on your desk. • Wait quietly for the instructor to begin class.

  18. Example 2: Tying Shoes • Grab one lace in each hand. • Pull the shoe laces tight with a vertical pull. • Cross the shoe laces. • Pull the front lace around the back of the other. • Put that lace through the hole. • Tighten the laces with a horizontal pull. • Make a bow. • Tighten the bow.

  19. Example 3: Tying Shoes • Pinch the laces. • Pull the laces. • Hang the ends of the laces from the corresponding sides of the shoe. • Pick up the laces in the corresponding hands. • Lift the laces above the shoe. • Cross the right lace over the left one to form a tepee. • Bring the left lace toward the student. • Pull the left lace through the tepee. • Pull the laces away from one another. • Bend the left lace to form a loop. • Pinch the loop with the left hand. • Bring the right lace over the fingers and around the loop. • Push the right lace through the hole. • Pull the loops away from one another.

  20. Teaching the Task Chaining • Forward chaining • Backward chaining • Total chaining (teacher and student do all of the steps together, and teacher fades assistance) Benefits of each?

  21. Types of Task Analysis • Procedural • Hierarchical • Information processing

  22. Procedural • Strictly defined, step by step, sequential process • Ex: balancing a checkbook, changing a tire, formatting a disk, and bathing a dog. http://classweb.gmu.edu/ndabbagh/Resources/Resources2/procedural_analysis.htm

  23. Example: Making a Peanut Butter and Jelly Sandwich • Define the task • List the prerequisites of the task • List task components • List procedures • List materials

  24. Activity • Task analyze the procedural task you’ve been given. Be sure to include a definition, prerequisites, task components, procedures for teaching the components, and materials required.

  25. Hierarchical • The “steps” are actually prerequisite tasks or skills • Flows from general (less complex) knowledge to the more specific (more complex) http://classweb.gmu.edu/ndabbagh/Resources/Resources2/hierarchical_analysis.htm

  26. Information Processing • Identifying steps in cognitive processing • Basically a think-aloud guide http://classweb.gmu.edu/ndabbagh/Resources/Resources2/info_processing.htm

  27. More Examples http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/TaskAnalysis.html

  28. Activity Refer to the student you described on Day 1. Choose a task that this student has difficulty with, or would have difficulty with if asked to complete the task. Do a task analysis of the task, tailored for the student.

  29. Postsecondary Employment ProjectGetting the DOT information • http://www.oalj.dol.gov/libdot.htm • OR use the printed version • Go to the Alphabetically Index and find the occupation of interest • Write down the reference number and look in the appropriate section of the book • Print/Copy this information! ALL numbers are important!

  30. Interpreting the DOT • Use “Parts of the Occupational Definition” (http://www.oalj.dol.gov/PUBLIC/DOT/REFERENCES/DOTPARTS.HTM) to help interpret • Appendices B and C will give you the rest of the important information • http://www.oalj.dol.gov/PUBLIC/DOT/REFERENCES/DOTAPPB.HTM • http://www.oalj.dol.gov/PUBLIC/DOT/REFERENCES/DOTAPPC.HTM

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