CONTENT ANALYSIS and Unit Plan Design Curricular Planning Dr. Ludmilla Smirnova © 3/2/2009 1

By the end of the session you will be able to: Define Content Analysis Classify the types of CA Explain the procedures for each type Brainstorm ideas on applying the concept of CA to your UP theme 3/2/2009 2 The Objectives for Today’s Class

Structure and Types of Knowledge 3/2/2009 3 FACTS (Declarative) CONCEPTS (CONCEPTUAL) GENERALIZATIONS META- COGNI TION (Procedural)

What is Content? The Information to be taught/learned that includes: facts, key ideas, values, concepts, generalizations, principles, theories, etc.); Skills, Procedures; Experiences. 3/2/2009 4

The process of breaking down a whole into pieces, parts, elements, or components. CONTENT ANALYSIS is a process of breaking down, structuring the kind of learning experience that the teacher expects the students to know how to perform. 3/2/2009 5 What is Analysis?

what is important to know? what skills are required? Generally presented as an outline of topics, the content analysis results in a subject matter structure that can be used for instruction. 3/2/2009 6 Content Analysis covers the questions of

Information Processing Analysis – Subject Matter Outline Concepts - Concept Analysis Skills – Task Analysis (Procedural and Hierarchial) Learning Analysis – (pre-requisite skills and knowledge, the best ways the content is learned). Activity Analysis – How the information will be presented, how the students will be engaged in learning. 3/2/2009 7 Types of Content Analysis

The CONTENT ANALYSIS helps to: Classify information, concepts, tasks to align them with learning outcomes (to determine the goals and objectives). Make an Inventory of information, tasks to generate a list of topics, concepts, tasks in order to define and describe in detail the theme, tasks and sub-tasks. Specify the knowledge type (declarative, structural, and/ or procedural). Prioritize and sequence topics, learning experiences, tasks. Decompose, sequence information, tasks – identify the components in order to define the order in which the instruction will occur and select appropriate media, learning context, methods of teaching. Construct instructional events and design performance assessments. 3/2/2009 8 Why use Content Analysis?

Explore the Standards. Study Curriculum Guides. Interview experienced teachers, specialists. Visit Internet Sites on the Theme – become an expert on the topic. Complete different types of CA. Create a Web, Graphic Organizer of the Content to be taught / learned. 3/2/2009 9 How to conduct CA?

THINK – 1 min PAIR – 3 min SHARE – 6 min 3/2/2009 10

Take a minute to brainstorm what your Unit Plan will look like when you conduct CA: What topics, sub-topics will be presented, What key terms, concepts will be introduced, What skills, values, and understandings will be developed, What pre-requisite skills and knowledge are needed for the UP. Share your ideas with the class. 3/2/2009 11 Apply CA to your UP Design

3/2/2009 12 UP Content Analysis Graph (Sample)

3/2/2009 13 Unit Plan CA MAP

Content/Task Analysis: http://www.quasar.ualberta.ca/edit573/modules/module7.html Audio-lecture on Task analysis: http://iit.bloomu.edu/Id/TaskAnalysis/TaskAnalysis.htm How to perform CA: http://coe.sdsu.edu/edtec544/Modules/6-CTA/modulemain.htm 3/2/2009 14 Useful Sites

Home assignment: Complete CA on the theme of your UP: create a Subject Matter Outline; Select the main concepts, key ideas, values of the UP theme; identify prerequisite skills, knowledge the students of your grade level should have to be successful in your UP. Complete the first draft of the UP rationale THANK YOU! 3/2/2009 15 What’s next?