Five Steps of Task Analysis

A teacher who follows the five steps produces a complete task analysis. The unit plan that follows is grounded in this analysis.

Step 1: Select an appropriate task

The first step is choosing what task analysis to do. The task must fit the students’ age and level.

A teacher cannot do task analysis on a topic that is too advanced for students. Example: multiplication for kindergarten students. Multiplication requires addition as a foundation. Kindergarten students do not yet have addition fluency. Multiplication is too advanced. Task analysis cannot fix this; the topic itself is wrong for the level.

A teacher also cannot do task analysis on a topic that is too elementary. Class 9 students do not need task analysis on adding two-digit numbers. They mastered this years ago.

The right task is one where students are capable of reaching the terminal objective with the right enabling skills. The teacher’s prior knowledge of the curriculum and of their students guides this choice.

For each grade level, the curriculum identifies the topics that fit. Within those, the teacher chooses one for task analysis.

Step 2: Identify the terminal objective and enabling skills

With the task selected, the teacher writes the terminal objective. This is what the unit aims for.

The terminal objective should be a SMART objective with all the features covered. Specific, measurable, achievable, realistic, and time-bound.

Example terminal objective: “By the end of the unit, students will write a 500-word argumentative essay defending a position with three supporting points, an introduction, and a conclusion.”

Once the terminal objective is set, the teacher lists every enabling skill needed. The list should be exhaustive. If even one skill is missing, the analysis is incomplete.

For the argumentative essay terminal objective, enabling skills include:

1. Spelling common words.
2. Basic punctuation.
3. Writing complete sentences.
4. Writing paragraphs with topic sentences.
5. Writing thesis statements.
6. Identifying logical arguments.
7. Distinguishing fact from opinion.
8. Using argumentative vocabulary (however, therefore, in contrast).
9. Supporting claims with reasons.
10. Concluding an argumentative essay.

A complete list might be longer. The teacher writes everything they can think of, then reviews. If they teach the unit and discover a missed skill, they add it for next time.

Step 3: Subdivide into independent and dependent

The third step applies the distinction. The teacher reviews each enabling skill and decides whether it is independent or dependent.

For the argumentative essay enabling skills:

Independent (assumed prerequisites):

1. Spelling common words.
2. Basic punctuation.
3. Writing complete sentences.

Dependent (taught in the unit):

4. Writing paragraphs with topic sentences.
5. Writing thesis statements.
6. Identifying logical arguments.
7. Distinguishing fact from opinion.
8. Using argumentative vocabulary.
9. Supporting claims with reasons.
10. Concluding an argumentative essay.

The split depends on the grade level and the students’ actual readiness. The teacher uses the three questions to decide.

Independent skills get diagnosed before the unit. Dependent skills get taught within the unit.

Step 4: Arrange skills in sequence

The fourth step is sequencing. Independent skills do not need sequencing within the unit (they are prerequisites). Dependent skills do.

The teacher arranges the dependent skills in order. Skills with fewer dependencies come first. Skills with more dependencies (built on earlier ones) come later.

For the argumentative essay dependent skills, a logical sequence:

1. Lesson 1-2: Writing paragraphs with topic sentences. (Builds on sentence writing - independent.)
2. Lesson 3: Distinguishing fact from opinion. (Standalone but foundational for argument.)
3. Lesson 4-5: Identifying logical arguments. (Builds on fact-versus-opinion.)
4. Lesson 6: Using argumentative vocabulary. (Standalone, can be taught alongside.)
5. Lesson 7: Writing thesis statements. (Builds on paragraph writing and logical arguments.)
6. Lesson 8-10: Supporting claims with reasons. (Builds on thesis statements and arguments.)
7. Lesson 11-12: Concluding an argumentative essay. (Builds on everything previous.)
8. Lesson 13-15: Writing the full argumentative essay. (Builds on all dependent skills.)

The sequence reflects dependencies. Each lesson uses what came before.

Step 5: Sequence specific tasks

The fifth step turns the sequence into specific lessons with specific tasks for students.

For each lesson, the teacher decides:

1. What the lesson’s instructional objective is.
2. What activities students will do.
3. What assessment will check the objective.
4. What resources are needed.

The task analysis from steps 1-4 provides the input for lesson planning. Each lesson serves one or two dependent enabling skills, building toward the terminal objective.

Sample task for Lesson 7 (writing thesis statements):

This task directly serves the dependent enabling skill of writing thesis statements. It builds on earlier dependent skills (logical argument, fact-versus-opinion).

By the end of the unit’s tasks, students have practiced every dependent skill multiple times and combined them into the terminal objective.

Flashcard

What does the fifth step of task analysis (sequencing specific tasks) actually produce?

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Answer

Concrete lesson-level activities for each dependent skill

The first four steps map the analysis. The fifth step turns it into specific tasks students will do.

Each task targets one or two dependent enabling skills.

The tasks build through the unit, with later tasks combining earlier skills toward the terminal objective.

Application across subjects

Task analysis works across subjects. Several.

Mathematics. Almost every Math unit benefits from task analysis. The subtraction example from earlier is one of many. Algebra, geometry, calculus all have hierarchies of skills that can be mapped.

English. Writing, reading, speaking, and listening are all skill-oriented and benefit from task analysis. A unit on speaking English fluently can be mapped: pronunciation, vocabulary, sentence structures, conversational patterns, listening comprehension. Each is a dependent enabling skill.

Many people in Pakistan know English grammar well but cannot speak fluently. The reason is that their teachers never analyzed the speaking task. Speaking has its own hierarchy of skills, distinct from writing. A teacher who only does grammar drills produces students who can write but not speak.

Science. Lab procedures, experimental design, data interpretation all have hierarchies. A unit on chemistry experiments can be analyzed: equipment handling (independent if students have prior lab experience), measurement, recording, hypothesis formation, conclusion drawing.

Any skill-oriented subject. Art, music, physical education, vocational subjects all have skill hierarchies. Task analysis applies wherever students must develop a skill that builds on simpler skills.

Task analysis and Individual Education Plans

An IEP is a separate adapted plan for one specific student. Task analysis is the model that makes IEPs effective.

Two students may have the same terminal objective (“write argumentative essays”) but very different starting points. One student may have all the independent enabling skills. Another may have only some.

Task analysis maps both students’ situations:

1. Student A: independent skills present, ready for the unit’s dependent skill instruction.
2. Student B: missing some independent skills, needs remediation on those before joining the unit.

Student B’s IEP includes remediation on the missing independent skills, then progression through the unit’s dependent skills. The terminal objective is the same. The path is adjusted.

Task analysis also helps with students who are ahead. A student who has already mastered some dependent skills can skip ahead in the sequence. Their IEP reflects this acceleration.

Without task analysis, IEPs would be guesswork. With it, IEPs are grounded in a clear map of what each student needs.

Flashcard

What are the five steps of task analysis a teacher applies to any unit?

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Answer

Select, identify, subdivide, arrange, sequence

1. Select an appropriate task (age and level appropriate).

2. Identify the terminal objective and all enabling skills.

3. Subdivide enabling skills into independent and dependent.

4. Arrange skills in sequence.

5. Sequence specific tasks for students based on dependent skills.

The result is a complete map of what to teach, what to assume, and in what order.