Sequencing

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Sequencing

• WED 460 Great Lakes

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WED 460

• Sequencing

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We are here
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Sequencing instruction

• After writing instructional objectives
• Efficient order of content
• Meet curriculum goals
• Teach material
• Help learners meet objectives
• Macro-Level Sequencing
• Posner and Strike

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Macro-level Sequencing

• Posner and Strike (1976) describe sequencing
• schemes related to
• Learner
• World
• Concept

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Learner-related sequencing

• Based on student-learning concepts
• Identifiable Prerequisites (Scaffolding)
• Familiarity (Known-to-Unknown)
• Difficulty (Simple-Complex)
• Interest (Intrinsic Motivation)
• Development (Based on Cognitive Skills)

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Learner-related sequencing

• Identifiable Prerequisites (Scaffolding)
• Use when one skill facilitates another
• Teach a skill to perform another
• Teach how to add single-digit numbers before
• teaching how to add multi-digits and carry
• Teach how to create a new slide in PowerPoint
• before teaching formatting

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Learner-related sequencing

• Familiarity (Known-to-Unknown)
• Based on prior experience
• Find topics related to learners prior
  experience
• Teach topics most familiar first
• Teach about American schools before teaching
• about Taiwanese schools
• Easier for learner to relate new information to
  their existing knowledge structures

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Learner-related sequencing

• Difficulty (Simple Complex)
• Teach less difficult before the more difficult
• Teach basic drumming slowly, then teach speed
• Teaching spelling of short words before longer
  words

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Learner-related sequencing

• Interest (Intrinsic Motivation)
• Can arouse curiosity and motivation
• Teach how to take pictures before
  instructing how the camera works (but
  dont ask Deanna)

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Learner-related sequencing

• Development (Based on Cognitive Skills)
• Formal, preoperational, etc.
• Deals with changes due to maturation, not
  logical prerequisites
• When teaching instructional design model
• Make sure learner has achieved formal operation
  stage (I.e., knowledge of systematic phases)
  Before teaching how to do each phase

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World-related sequencing

• Spatial Relations
• Coordinates, direction, orientation
• Temporal Relations
• Chronological, historical, order of operations
• Physical Relations
• Tangible characteristics, observable, sensory
  specific

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World-related sequencing

• Spatial Relations
• Sequence instruction according to physical
  arrangement or position
• Consistent with the ordering of content and
  relationships in the real world
• EXAMPLE Describe a house starting with the roof
  and move down toward the foundation in sequence

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World-related sequencing

• Temporal Relations
• Before after
  Effect
  of a budget cut on the IT department
• First, second, third
• Start sequence for airplane
• Historical
• Which came first.
• Ideological
• Teach principles of Marxism before Russian
  revolution

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World-related sequencing

• Physical Relations
• Sequence based on physical characteristics
• Size Shape, number of sides, texture
• Brightness, sound, thickness
• Complexity
• Examples
• Arrange the 50 states in order of size
• First determine area of a square, then
  rectangle, then pentagon, hexagon, and so on

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Concept-related sequencing

• Class Relations
• Groups similar things or events
• Propositional Relations
• Laws, rules, etc.
• Sophistication
• Abstract to concrete continuum
• Logical Prerequisites
• Prerequisite concepts build up to main concept

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Concept-related sequencing

• Class Relations
• How concepts relate to themselves
• Sequence based on sub- and superordinate
  relations
• Examples
• Teach mammals (superordinate) before specific
  animals like bear (subordinate)
• Study different governments (subordinate) before
  defining democracy (superordinate)

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Concept-related sequencing

• Propositional Relations
• Provide examples first, then the proposition
  (the law, rule or principle that relates the
  examples to each other)
• Example
• Show examples of heat conduction for copper,
  stainless steel, plastic, wood, rubber
• Then explain how different materials conduct heat
  more or less rapidly

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Concept-related sequencing

• Sophistication
• Concrete to abstract continuum
• Examples
• Teach the least abstract concepts first
• Teach concept of stimulus before teaching concept
  of conditioning
• Teach real numbers before imaginary numbers

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Summary

• The sequence of a unit of instruction may use
  strategies from each of the
• Three sequencing schemes
• Learner-related
• World-related
• Concept-related

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Objectives sequencing

• Task analysis produces a general outline
• Each task has an objective
• Classification of objectives in the
  performance-content matrix identifies the type of
  content
• Based on content and performance, then you can
  select a sequencing strategy for each objective

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Sources
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