1 / 26

Task Analysis

Task Analysis. USSF Referee Instructor Course ITIP United States Soccer Federation. Task Analysis. Lesson Set

kasa
Download Presentation

Task Analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Task Analysis USSF Referee Instructor Course ITIP United States Soccer Federation

  2. Task Analysis Lesson Set Consider this situation. You have carefully planned a lesson on a portion of a Law … you spent a lot of time organizing the information … and you did the best job ever in presenting the information. YOU DID IT ALL RIGHT! When checking for understanding it resulted in any of the following: Extremely poor results on a written test Only the smarter or more experienced referees passed the short quiz No one could answer questions on the subject matter You looked out on a sea of expressionless or disinterested faces If this has ever happened to you, then this module may be the most important lesson of the course for you.

  3. Task Analysis Lesson Objectives By the end of the lesson you will: • DEFINE and DESCRIBE THE IMPORTANCE of Task Analysis • LIST and EXPLAIN the six (6) STEPS of the Task Analysis PROCESS • DEVELOP & WRITE a complete Task Analysis

  4. Task Analysis An important point to understand is that learning is a set of sequential building blocks. You build from the knowledge level to comprehension. It is a bottom-up accumulation of understanding and experience, which the learner can and does transfer to some desired performance or behavior …. the application level. When a lesson is initially prepared and presented without the desired learning taking place, something is wrong … the blocks were not planned, constructed and put together properly … you must find out why. That is where TASK ANALYSIS fits in.

  5. Task Analysis Definition Task Analysis is a 6-step process. It is a summary plan to help the instructor create an objective, which can be taught within the time allotted for the lesson.

  6. Task Analysis Task Analysis also helps the instructor focus on the specific learning and performance needs of the student. Through questioning and sequencing techniques the instructor can identify the correct level of difficulty. It aids the instructor to select the proper enabling objectives and teaching behaviors that help students accomplish the terminal objective. In effect, Task Analysis helps to focus the content of the lesson to be taught to reach the objective and develops an orderly way to teach the material.

  7. Task Analysis Develop Terminal Objective Task Analysis

  8. Task Analysis Terminal Objective This is what you want the students to know when you are finished with the lesson. • This should have a statement of learning … content. • Performance must be observable, so as to validate that the learning has taken place.

  9. Task Analysis Terminal Objective Do not try to elaborate on the objective, just check for two things … content and performance. Ex. The student will be able to state when a ball is out of touch. Write an objective for some aspect of Law 12, Fouls and Misconduct, and bring to class. Do not write the objective for all of Law 12.

  10. Task Analysis Develop Terminal Objective Task Analysis Brainstorm List Activities

  11. Task Analysis Brainstorming Brainstorming is the creating of a list of any and all of the possible elements necessary to achieve the objective of a lesson. Look at all the possible ways the learner can get to the objective. List all terms that need to be defined. Do this step without value judgments. Just write them down.

  12. Task Analysis Brainstorming If you are teaching Law 4, Player’s Equipment, what you would want the students to know when the lesson is completed? Write down (brainstorm) a list of what you would want the students to know and bring to class.

  13. Task Analysis Develop Terminal Objective Task Analysis Brainstorm List Activities

  14. Task Analysis Impeach This is the time to analyze the list just created in the brainstorming process. Impeach or eliminate the non-essential items. Determine if an item is necessary to reach the objective. In this step you will make value judgments.

  15. Task Analysis Develop Terminal Objective Task Analysis Brainstorm List Activities Dependent & Non- Dependent

  16. Task Analysis Dependent & Non-Dependent Dependent items must be preceded or followed by something else. • Must be taught in relation to another item • Must be taught in sequence Non-Dependent items stand alone and can be taught at any time.

  17. Task Analysis Develop Terminal Objective Task Analysis Brainstorm List Activities Arrange in Order Dependent & Non- Dependent

  18. Task Analysis Arrange in Order Select the correct sequence for the dependent items. Rearrange in terms of the way the learning “flows” Remember that certain things have prerequisites Then fit both the dependent and non-dependent items together to facilitate the learning.

  19. Task Analysis Arrange in Order Determine if there is an order that it makes it easier to remember or to teach a Law. Ex. Law 4, Player’s Equipment …. shirt, shorts, socks, shinguards and shoes. • Top down? • The way you put them on?

  20. Task Analysis Arrange in Order Different methods can be used for different subjects. Write down how and why you would arrange the order for teaching the DFK fouls and bring to class.

  21. Task Analysis Develop Terminal Objective Task Analysis Brainstorm List Activities Arrange in Order Dependent & Non- Dependent

  22. Task Analysis Diagnostics Questions that you, the instructor, would ask yourself about the student’s present level of knowledge. • Can the student perform question number one in the sequence of questions? • If “yes”, move to number two and continue through the sequence. • When you get to a question where you answer “no”, the level of difficulty has been established.

  23. Task Analysis Diagnostics You also need to see if what you’ve done fits with the objective and within the scope of the lesson. • The objective of this Task Analysis was to …? • Are the listed items going to fulfill the objective? • Are we going to have enough time to teach all the material and have the student demonstrate their learning? • Was the objective too easily reached? • Should the level of thinking be raised?

  24. Task Analysis Types of Task Analysis Formal (write it down) is done when: • Instructor is not familiar with the learning • Learning is difficult • Students are having trouble Informal (mental) is based on common sense. Task Analysis can improve the planning process.

  25. Task Analysis Lesson Assignment Write down the following and bring to the in-class clinic sessions: • Define and describe the importance of Task Analysis. • List and explain the six (6) steps of the Task Analysis process. • Develop and write a complete Task Analysis for a 20-minute presentation of any aspect of any of the 17 Laws. • The ”Task Analysis” module assignments: • Law 12 objective • Brainstorming list • Order of DFK fouls

  26. Task Analysis USSF Referee Instructor Course ITIP United States Soccer Federation

More Related