Instructional+Analysis+and+Instructional+Objective

Procedural Analysis and Instructional Objectives: Team Member “E” by Sandra Acol

Procedural Analysis is the method used to analyze the steps required to perform the given task of teaching students how to apply effective, “Empathic Listening for Conflict Resolution” skills to reduce school conflicts by 50%.

Group members consisting of Teacher’s within the Chicago Public School District, child psychologist, law enforcement agents, and school administrators/counselor) will represent the required amount of diversity of subject matter experts who posses the knowledge, experience, and authority level required to provide the information needed to identify the steps to teach the students within the Chicago Public School District from grades 9-12; on how to apply conflict resolution skills.

The group will use the following set of questions as a template to identify the steps to teach the students how to deal with conflict within their school:

1. What action (steps) will the student need to learn to be able to address conflict within their school?

2. What knowledge, skills, does the student need to know to do these step?

3. What cues inform the student that there is a problem, how to recognize when (what step) the conflict is over, or a when to execute different steps to address escalated conflict?

The collected information from the group will be document using a flow chart allowing a visual representation of the information collected to include steps that branch off to address different levels of conflicts.

The chart below provide a high-level illustration to represents main topics to teach the students within the Chicago Public School, each of these main topics would then be broken down into the required learning step to complete the learning goal.


 * //Instructional Objective -//** address the means in which the designer will develop the curriculum and how the student’s will be measured to demonstrate that they have master the learning event.

From all the collected information the designer will create the curriculum for this learning task using a combination of the following three Objective Domain:


 * //Cognitiv//e** //**Domain -**// will be used to identify the information required and knowledge to meet our learning objective of teaching conflict resolutions to the students.


 * //Psychomotor Domain -//** will be used to identify any physical skills that will be required to demonstrate mastery of the learning objective.

//**Affective Domain -**// will be used to identify the students feels, emotions ect toward subject of the learning objective.

Using an action verb to identify the behavior the students will need to perform, under what condition and to what measurement to demonstrate that the students of the Chicago Public School have master the ability to apply conflict resolution skills affectively. Each of these domains will generate a Terminal Learning Objective (TLO) to specify how the student will achieve success; as well as identify what Enabling Learning Objective (ELO) (performance steps) will be required to master.


 * //An example of a TLO://**

Given a conflict scenario, the student’s of Chicago Public School 9th grade class will identify which conflict resolution technique should be used to resolve the conflict with a 100% accuracy.