Page 55 - Making Instruction Work
P. 55
chap 5 3/11/97 4:49 PM Page 43
goal analysis 43
When to Do It
Frankly, it would be nice never to have to do a goal analysis.
But alas, people (including ourselves) don’t always say what
they mean. That being the case, we need to have a procedure
handy (like a fire extinguisher) that we can throw into the
breach when the need arises. When does the need arise? When
there is an important goal to achieve that hasn’t yet been
described clearly enough to let you select the means of achiev-
ing it. The goal analysis procedure is used whenever you have
to answer questions like these:
How can I help them to understand?
What do they mean by “fundamentals”?
How can I make them more motivated?
How can I teach them to be diligent?
What do I do about the “affective domain”?
How can I help them to be more “safety conscious”?
There isn’t any one point along the development trail where
you stop to do a goal analysis; you do it whenever the fuzzies
creep out of the woodwork—that’s when you take a little time
out for some fuzzy-slaying.
