So once a goal is classified, the goal analysis continues by determining the subordinate skills as well as the entry skills needed to complete the goal. The Instructional Designer's method of noting this is with diagram or a flow chart, like Professor Monson has said early on, and often.
The idea of entry level skills is one that often presents struggles to teachers. We have a classroom full of a certain age level of children with varied abilities. To teach the bulk of the group effectively, we often choose an ability level to teach to. If we go with the lower entry skills/knowledge students we leave the higher entry skills/knowledge students without much engagement and vice versa. I appreciated Dick, Carey, and Carey's idea of using "several starting points within the instruction." A classroom teacher can start instruction with one group, and pull in the others when the group has received the entry skills needed.
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