Instructional Sequencing By: Renetta Johnson

Key Questions What is sequencing? What strategies are available to help sequence a unit? What are the benefits of using a sequencing scheme? When do I determine the sequencing of the content?

What is sequencing? The efficient ordering of content to help learners achieve objectives Order the content that is most beneficial from the learners point of view

Available Strategies Elaboration Theory –Context Expertise Sequencing –Task Expertise Sequencing Posner and Strike –Learning-Related Sequencing –World-Related Sequencing –Concept-Related Sequencing Gagne’ Learning Hierarchy

Elaboration Theory Makes a distinction between the types of expertise the learner will develop, whether it is content based or task based.

Elaboration Theory Continued Content Expertise Sequencing - Describes the instruction that will help the learner master a body of knowledge such as chemistry or management. - The conceptual sequence arranges concepts according to their superordinate, coordinate, subordinate relationships - For example, in a statistics course a superordinate concept would be measures of central tendency. The coordinate concepts would be mean, mode, and median. Subordinate concepts would include scores and sum.

Elaboration Theory Continued Task Expertise Sequencing - Start with the simplest task and proceed to the more complex task - For example, when training bank tellers, start with a simple task such as how to accept a deposit of cash. Next show how to check the balance of an account. Then proceed with instruction on cashing a check by checking the balance of the account. Teaching these naïve learners how to assess a loan application are more complex tasks that would come near the end of the training.

Elaboration Theory Summary The patterns of overview, elaboration, summary, and synthesis are continued until the desired level of coverage of all aspects of the subject have been mastered.

Posner and Strike Sequencing Learning-Related Sequencing Based on learner characteristics identified in the learning analysis 1. Identifiable prerequisite – teach a skill required to perform another skill first 2. Familiarity – begin with the most familiar information and then progress to the most remote 3. Difficulty – teach less difficult before the more difficult

Posner and Strike Sequencing Cont. 4. Interest – begin with the topics or tasks that will create the most learner interest 5. Development – ensure that the learner has reached the appropriate development level before teach a task or topic

Posner and Strike Sequencing Cont. World-Related Sequencing Based on content that involves objects, people, and events. 1. Spatial (i.e., left to right, top to bottom) 2. Temporal (i.e., relating to time; historical) 3. Physical (i.e., color, shape, large to small)

Posner and Strike Sequencing Cont. Concept-Related Sequencing Based on content that is consistent with organizing logically 1. Class relations – groups concepts that are similar - sequence general to specific 2. Propositional relations – provide examples first, then the proposition 3. Sophistication – begin with concrete and proceed to the abstract or simple to complex 4. Logical prerequisite – teach prerequisites that are necessary for understanding

Gagne’ Learning Hierarchy Learning hierarchy that identifies skills that are dependent on other skills. Sequence is to teach prerequisite skills first.

Benefits of Sequencing Provides a structure for the designer and the learner. Reduces learner anxiety. Creates learner expectations. Helps produce positive outcomes. Happy Leaner

When do I determine sequence Once you have completed your task analysis and written objectives, you are ready to begin designing the instruction by determining the most appropriate sequence for presenting the information.

Instructional Sequencing Tips Each objective may use a different sequencing strategy Some have obvious sequencing due to the nature of the procedure and some do not If your unit is primarily concerned with teaching a procedure (i.e. how to tie knots for fly fishing) you might use the same sequencing strategy for the total unit such as arranging those notes from simple to most difficult

References English, R.E., & Reigeluth, C.M. (1996). Formative evaluation research on sequencing instruction with elaboration theory. Educational Technology and Research Journal, 44, Gagne, R.M., (1985). Conditions of learning and theory of instruction (4 th ed.). New York: Holt, Rinehart & Winston. Posner, G.J. & Strike, K.A. (1976). A categorization scheme for principles of sequencing content. Review of Educational Research, 46, Reigeluth, C.M. (1987). Lesson blueprints based on the elaboration theory of instruction. In C.M. Reigeluth (Ed.), Instructional theories in action: lessons illustrating selected theories and models. Hillsdale, NJ: Erlbaum.

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