Professional Documents
Culture Documents
Planning For Teaching
Planning For Teaching
Planning For Teaching
detailed description of both manual and mental activities, task and element
conditions, necessary clothing and equipment, and any other unique factors
Wikipedia.
Planning of Teaching and Learning
Define and describe in detail the tasks and sub-tasks that the
student will perform;
In general:-
• Cognitive Task Analysis (cognitive activity, such as decision-making, problem-solving,
memory, attention and judgement.)
• Hierarchical Task Analysis (high-level task is decomposed into a hierarchy of subtasks)
In Education (Teaching Learning Process):-
• Content Analysis (content readiness) •
• Job Analysis (types of work like teaching, facilitator etc)
• Skill Analysis (micro-teaching, teaching aids, presentation etc) There are several types of
task analysis but among the most common techniques used are:
Content
Analysis or Job Skill
Topic Analysis Analysis
Analysis
Graphical Representation
approach.
Content Analysis
It is topic analysis, in which the subject matter is analyzed into subtopics and
subtopics into elements, and these are arranged into a logical sequence .
Job Analysis:
It is concerned with tasks which are related to some professional and
social activity. It involves psychomotor activities.
According to Jonassen, the task analysis process consists of five distinct functions:
Selecting tasks – prioritizing tasks and choosing those that are more feasible and
appropriate if there is an abundance of tasks to train.
Decomposing tasks – identifying and describing the components of the tasks, goals,
or objectives.
Sequencing tasks and sub-tasks – defining the sequence in which instruction should
occur that will best facilitate learning.
Format of Task Analysis
There are different formats to use based on the type of learning outcome.
Task Decomposition
The aim of ‘high level task decomposition’ is to decompose the high level tasks
and break them down into their constituent subtasks and operations. This will
show an overall structure of the main user tasks.
At a lower level it may be desirable to show the task flows, decision processes
and even screen layouts (see task flow analysis, below)
The process of task decomposition is best represented as a structure chart
(similar to that used in Hierarchical Task Analysis).
This shows the sequencing of activities by ordering them from left to right. In
order to break down a task, the question should be asked ‘how is this task
done?’.
If a sub-task is identified at a lower level, it is possible to build up the structure
by asking ‘why is this done?’.
Stages of Task Decomposition
1. Identify the task to be analyzed.
2. Break this down into between 4 and 8 subtasks. These subtasks should be specified
in terms of objectives and, between them, should cover the whole area of interest.
3. Decide upon the level of detail into which to decompose. Making a conscious
decision at this stage will ensure that all the subtask decompositions are treated
consistently.
5. Present the analysis to someone else who has not been involved in the
decomposition but who knows the tasks well enough to check for consistency.
Identification of Nursing Situations
Example
Guides the student to take any of the steps for which he is at the moment best
prepared.
Increases the possibility of his learning success by focusing on activities that are
relevant,
HTA and related techniques focus on what happens, rather than on what should
happen.
Cognitive task analysis techniques aim to describe some aspect of the cognitive
characteristics of users’ tasks.
DEFINITION
2. Communicate –
People tend to get nervous about performance issues.
Let them know why you're developing the framework, how it will be created,
and how you'll use it.
The more you communicate in advance, the easier your implementation will
be.
3. Use relevant competencies – Ensure that the competencies you include apply
to all roles covered by the framework to cover the whole organization.
However, a framework covering management roles would almost certainly
involve the financial management competency.
Developing the Framework
Step 1: Prepare
Define the purpose
Create a competency framework team
Create subgroups
Step 4: Implement
Link to business objectives
Keep it simple
Communicate
Examples of nursing activities converted
into competencies
TALK or ACTIVITY STANDARD COMPETENCY
Ensures that organization-funded training and professional development activities are cost-
effective, goal-oriented and productive
Enables employees to achieve a high level of competence in an efficient manner
Records the employee’s acquisition of the skills, knowledge, safety and other procedures
relating to each task
Reduces cost overruns caused by poor performance or miscommunication of job expectations
Improves communication between employee and management
Increases internal employee mobility, providing the organization with greater ability scale
and flex as needed
Establishes a framework for constructive feedback by management at scheduled training and
performance appraisal intervals
Clarifies job standards for performance appraisals
Outlines employee development and promotional paths within the organization
Benefits of a Competency-Based System for Employees
Uncertainty about scaling to large universities especially due to the fact that
this type of education challenges the traditional credit hour (and the revenue
associated with it).
In the pyramid, the lower two levels only test cognition (or knowledge) and
this is the area where inexperienced trainees (or novices) usually sit:
The upper two levels test behaviour: can they apply what they know into
practise? Going back to the previous example: can they ‘show’ how to do a mental
state examination or do they actually ‘do’ a mental state examination in practise?
Research shows that the cognition zone (‘knows’ or ‘knows how’) correlates
poorly with the behaviour zone (‘shows’ or ‘does’):
A trainee who knows how to do something doesn’t necessarily mean that they will
do that in daily practise. But it’s important that trainees do what they know in
practise otherwise there’s no point learning it
If you want such trainees to apply their learning into real daily life (as opposed to it
lying dormant in their brains) you need to use methods that will encourage them
to progress through the ‘shows’ and ‘does’ zones (behaviour).
Contd.
For the ‘shows’ zone this often involves artificial simulation exercises like
them demonstrating it to you or via OSCEs and patient simulations. The
‘does’ zone invariably involves looking at what happens in the real work place
environment
Example: Observing them or using video recordings of real consultations.
Originally, Miller represented his framework as a 2 dimensional pyramid.
We’ve adapted it to include the knowledge, skills and attitudes domains of
learning and thus called it ‘Miller’s Prism’.
Dent and Harden have added a 5th level called ‘Mastery’ that sits above
‘Does’ to make the distinction between one who can perform a skill with
competence to one who can perform it in a expert or masterful way.
How to Use This Model
Traditionally, the model has been used to match assessment methods to the
competency being tested.
If you wanted to see how good a trainee is at ‘examination of the knee’, offering
multiple choice questions might demonstrate they know about it but not that
they can actually do it.
To test the latter the assessment method of choice might include an OSCE style
station to examine the knee or better still, direct observation in the work place
itself.
Remember, trainees can get away with ‘brushing up’ their knowledge and skills
before an MCQ/essay type exam (which then, as we all know, fades after that
exam).
The model can help you formulate objectives for a particular teaching/learning
session: by forcing you to think carefully about what you are trying to achieve.
Contd.
The Examples of objectives and the level of Miller’s prism :
No 1: Educational Session on Cardiac Risk
Understanding what is meant by cardiac risk and why it’s important (KNOWS)
Knowing what to do if the risk is too high (KNOWS HOW)
Being able to demonstrate the use of the cardiac risk calculator (SHOWS)
In a similar way you can use it to help design a course programme. For instance, if
you wanted to do a half day workshop on ‘shoulder joint injections’, you could design an
instructional session reflecting some of the levels of Miller’s prism:
No 2: Workshop “Intra Muscular Injection on Deltoid Muscles”
9-9.30am Revisiting the Anatomy of the Deltoid Muscles (KNOWS)
9.30-10am Pitfalls to remember (KNOWS)
10 – 10.30Deltoid Muscle Injection Algorithm (KNOWS HOW)
10.30-11am Break
11-1230 Practising the technique on dummies (SHOWS)
1230-2pm Lunch
Contd.
If you want to test at the ‘does’ level you would have to consider practical
work-place based sessions. But there might be other methods too like a
review of video consultations with real patients (if your objective was to look
at communication skills).
For those trainees in their early stages, you might concentrate on the basic
patient’s ideas, concerns and expectations and what the evidence says
(KNOWS).
Contd.
For those more experience (or the same trainee but later on) you might
consider how they might actually elicit ideas, concerns and expectations: what
When they’re even more experienced, then you might look at in vivo
References
Miller GE. The assessment of clinical skills/ competence/ performance. Acad Med
(1990);65:s63-s67.