Cognitive Task Analysis | John Hattie (2024)

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What is cognitive task analysis according to Hattie? ›

Cognitive task analysis explained

Put simply, cognitive task analysis means ensuring students understand the kinds of cognitive skills they will need to complete a task or to answer an exam question.

Cognitive task analysis focuses on the operator's mental representation of the knowledge and skills required to perform tasks and is also a tool for exploring how operators' cognitive processes come into play during task performance.

In successful classrooms, both the teaching and learning are visible. Teachers' Mind Frames A key part of successful teaching and learning has to do with the teacher's mind frame – the teacher's view of his or her role. It is critical that teachers see themselves as evaluators of their effects on students.

John Hattie's ground-breaking study “Visible Learning” he ranked 150 influences that are related to learning outcomes from very positive effects to very negative effects. The positive effects can accelerate student learning when greater than 0.40 (a.k.a. hinge point).

Cognitive Task Analysis means to teach students not just the content, but how to think about the content. For example, if a student is struggling in maths, rather than assigning more exercises you might teach the student to "see" the information through a drawing or manipulative.

Regardless of the technique used, CTA consists of three main steps: (1) knowledge elicitation, (2) data analysis, and (3) knowledge representation (Crandall, Klein, and Hoffman, 2006).

Examples of cognition include paying attention to something in the environment, learning something new, making decisions, processing language, sensing and perceiving environmental stimuli, solving problems, and using memory.

Cognitive task analysis (CTA) is a method to elicit expert knowledge by dissecting a task or skill into critical steps and by identifying the associated thought processes. This method helps uncover the cognitive processes underlying decision-making that are not accessible to direct observation [4-7].

There are a few differences between cognitive and hierarchical task analysis. While cognitive task analysis is concerned with the user experience when performing tasks, hierarchical task analysis looks at how each part of a system relates to the whole.

The three phases of learning: surface, deep and transfer. The model highlights the importance of both surface and deep learning and does not privilege one over the other, but rather insists that both are critical.

What are Hattie's most impactful influences on learning? ›

Hattie and Timperley (2007) distinguish four levels of feedback messages that address different aspects of students' learning: task, process, self-regulation and self.

The essential problem with Hattie's meta-meta-analyses is that they accept the results of the underlying meta-analyses without question. Yet many, perhaps most meta-analyses accept all sorts of individual studies of widely varying standards of quality.

Professor John Hattie: No single intervention by schools is worse than retention. The major reason why retention is so harmful is that the child is subjected to the SAME curricula, often the SAME assignments, often the SAME form of teaching and what this child needs is DIFFERENT teaching – the first time did not work.

When John Hattie refers to direct instruction, the approach that research has linked to an effect size of 0.59 has the following characteristics: The teacher develops learning intentions and success criteria for the learning experience.

In other words, CTA is a way to understand how an expert thinks by identifying cognitive activities needed to complete a task. The insights into experts' decision-making processes may provide a useful framework for teaching and learning.

cognitive task analysis. A complement to and extension of traditional task analysis. Focus on how people perform tasks over what steps they are doing. Strong focus on making implicit knowledge explicit. Best suited for complex tasks requiring judgments and/or expertise.

Task analysis is the process of breaking a task into its component steps. After identifying the steps required to complete a task, you must ensure that the student has the necessary skills to complete each step. Then the steps are explicitly taught, so that the student is equipped to complete the entire task.

Task analysis is the process of breaking down a complex skill into smaller, more manageable steps. It involves identifying the specific behaviors that make up the skill and determining the order in which those behaviors should be taught.