CONTENT SEQUENCING

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CONTENT SEQUENCING
The Instructional Process

• WELCOME TO

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CONTENT SEQUENCING

• Anthony Tan
• Yap Lay Eng
• Suzana Soo
• Kong Chee Wai

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CONTENT SEQUENCING

• The Instructional Process
• Defining the instructional problem.
• Knowing the Learner.
• Breaking up the Task.
• Defining what is required.

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CONTENT SEQUENCING

• Lesson Objective
• To understand how to determine the most
  appropriate sequence for presenting the content
  related to each objective.

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CONTENT SEQUENCING

• Definition
• The efficient ordering of content in such a way
  as to help the learner achieve the objectives.

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CONTENT SEQUENCING

• Key pointers
• The content must be large.
• The content must be interrelated.
• Sequencing is based on a single type of
  relationship within the content.

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CONTENT SEQUENCING

• Activity - Money Skills/Bathing Skills
• Use the cards given, sequence the content of your
  lesson.
• Highlight your assumptions and your decision for
  your arrangement.

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CONTENT SEQUENCING

• Methods of sequencing content
• Prerequisite Method (Gagne, 1985)
• Posner Strike (1976)
• Elaboration Theory
• (English Reigeluth, 1996)

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CONTENT SEQUENCING Methods of sequencing
content1. Prerequisite Method (Gagne, 1985)
- sequence is to teach prerequisite
skills first - based on a learning
hierarchy that identifies skills
that are dependent on other skills
.
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Posner Strike3 Sequencing Schemes

• 1. Learning-related sequence content based on
  learner characteristics identified in the learner
  analysis (needs of learner)
• difficulty of material
• appeal or interest to learner
• prerequisite information
• learners cognitive development

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LEARNING-RELATED SEQUENCING
Posner Strike Sequencing Scheme
Phenomenon Principle 1. Identifiable
Prerequisite Teach skill required to eg.
alphabets then use dictionary perform
another skill 2. Familiarity/known eg.
inchesMost familiar to most remote 3. Difficulty
eg spelling Less difficult before
more difficult 4. Interest eg programming
Most learner interest 5. Development eg
words Appropriate developmental

level before task/topic
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Posner Strike3 Sequencing Schemes

• 2. World-related 1-1 correspondence between
  the sequence of instruction and the sequence of
  objects/events in the real world

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WORLD-RELATED SEQUENCING
Posner Strike Sequencing Scheme
Phenomenon Principle Spatial Relations/org Left
to right, top to bottom, eg. orgn of physical
layout of car north to south
Temporal Relations
Historical first, second, eg. what driver
sees when entering fast to slow, orderly
sequence of the car, then starting it
steps Physical Attributes Roundness,
hardness, large to individual components of
car small, colour,
smoothness
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Posner Strike3 Sequencing Schemes

• 3. Concept-related
• sequencing conceptual content
• content sequenced in consistent with how we
  organise the world conceptually or logically

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CONCEPT-RELATED SEQUENCING
Posner Strike Sequencing Scheme
Phenomenon Principle Class relations eg.
computers Teach concept, characteristics
first Propositional Relations eg.Boyles Law
Examples first then proposition Sophistication
eg. salt to ionic bonding Concrete/simple then
abstract/complex Logical Prerequisite
Logical prerequisite concept eg. chemical
reaction then enzyme that hastens chemical
reaction
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Posner Strike3 Sequencing Schemes

• Sequence of a unit of instruction may use
  strategies from each of the 3 sequencing schemes
• actual decision is based on
• 1st characteristics of
  learners
• 2nd on the nature of the
  content

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ELABORATION THEORY - makes distinction
between the types of expertise the learner
will develop - content expertise
- task expertise
.
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ELABORATION THEORY- content expertise
help learner master a body of knowledge -
task expertise help the learner become an
expert at a task
.
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ELABORATION THEORY- Content Expertise

• Content expertise may be developed by conceptual
  or theoretical elaboration sequence
• Conceptual sequence arranges concepts according
  to superordinate, coordinate and subordinate
  relationships
• Theoretical sequence organizes content from
  observable to more complex theory

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ELABORATION THEORY- Task expertise

• Teach tasks using the simplifying conditions
  method
• Begin with the simple tasks and proceed to more
  complex tasks

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CONCLUSION

• Methods of sequencing content

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Method of sequencing contentPosner Strike
Sequencing Scheme set of strategies for
sequencing instruction based on
learning-related world-related
concept-related content
CONTENT SEQUENCING
Actual decision is based on
1st characteristics of learners
2nd on the nature of the content
.
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CONTENT SEQUENCING Method of sequencing
contentElaboration Theory Sequencing -
makes distinction between the types of
expertise the learner will develop -
content expertise - task expertise
.