Discussion - std10580010

DOE-STD-1058-93

1.4 Discussion

In the Performance-Based Training Manual (TAP 2), the design phase is described as

the place where "... information collected during the analysis phase (is used) to provide a

`blueprint' for developing...training programs." The manual goes on to state that one of

"...the major outputs of the design phase are the learning objectives...."

Information on how to write learning objectives can be found in the DOE Guide to

Good Practices for Developing Learning Objectives.

After the learning objectives have been written, the instructional developer should

consider what instructional strategies (i.e., the settings and methods) should be used to teach

the objectives. Whether designing lesson plans for initial or continuing training, or revising

existing lesson plans, the instructional developer has many choices to make when considering

the instructional strategy of a lesson. A case study is but one of those strategies that can be

used.

When reviewing the objectives, an instructional developer should look for key words

that indicate a higher-level objective that may be suitable for a case study. Higher-level

learning objectives are those objectives that require a trainee to use problem-solving skills

rather than simple recall or memorization. Table 1 contains examples of action verbs that

lend themselves to using a case study.

Table 1. Action verbs that lend themselves to case studies.

OBJECTIVE

HIGHER LEVEL CLASSIFICATIONS

DOMAIN

AND KEY WORDS

DIAGNOSIS

analyze, classify, compare, detect, diagnose,

examine, identify, recognize, troubleshoot

DEVELOPMENT

conclude, derive, design, develop, discuss,

COGNITIVE

formulate, organize, plan, predict, relate,

restate, solve, summarize, write

EVALUATION

assess, decide, choose, defend, determine,

evaluate, rate, select

PROMOTION

advocate, model, support

AFFECTIVE

DEFENSE

argue, debate, defend, prevent