content analysis new

CONTENT ANALYSIS and Unit Plan Design : 

CONTENT ANALYSIS and Unit Plan Design Curricular Planning Dr. Ludmilla Smirnova © 3/11/2010 1

The Objectives for Today’s Class : 

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 Content Analysis to your Unit Plan theme 3/11/2010 2 The Objectives for Today’s Class

Structure and Types of Knowledge : 

Structure and Types of Knowledge 3/11/2010 3 FACTS (Declarative) CONCEPTS (CONCEPTUAL) GENERALIZATIONS META- COGNITION (Procedural)

What is Content? : 

What is Content? The Information to be taught/learned that includes: facts, key ideas, values, concepts, generalizations, principles, theories, etc.); Skills, Procedures; Experiences. 3/11/2010 4

What is Analysis? : 

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. 3/11/2010 5 What is Analysis?

Content Analysis covers the questions of : 

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. 3/11/2010 6 Content Analysis covers the questions of

Types of Content Analysis : 

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. 3/11/2010 7 Types of Content Analysis

Why use 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. 3/11/2010 8 Why use Content Analysis?

How to conduct CA? : 

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, a Graphic Organizer = a Mind MAP of the Content to be taught / learned. 3/11/2010 9 How to conduct CA?

Slide 10: 

THINK – 1 min PAIR – 3 min SHARE – 6 min 3/11/2010 10

Apply CA to your UP Design : 

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 Unit Plan. Share your ideas with the class. 3/11/2010 11 Apply CA to your UP Design

UP Content Analysis Graph (Sample) : 

3/11/2010 12 UP Content Analysis Graph (Sample)

Unit Plan CA MAP : 

3/11/2010 13 Unit Plan CA MAP

Useful Sites : 

Content/Task Analysis (defined) Audio-lecture on Task analysis How to perform CA 3/11/2010 14 Useful Sites

What’s next? : 

Home assignment: Complete CA on the theme of your UP: create a Subject Matter Outline; Select the main concepts, key ideas, understandings, values for 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 and the Subject matter outline (traditional and/or graph) THANK YOU! 3/11/2010 15 What’s next?