Instructional Sequencing!!!!

8/12/2019 Instructional Sequencing!!!!

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Instructional Sequencing

By:

Renetta Johnson


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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 ofthe content?


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What is sequencing?

The efficient ordering of content to helplearners achieve objectives

Order the content that is mostbeneficial from the learners point ofview


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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


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Elaboration Theory

Makes a distinction between the typesof expertise the learner will develop,

whether it is content based or taskbased.


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Elaboration Theory Continued

Content Expertise Sequencing

- Describes the instruction that will help the learnermaster a body of knowledge such as chemistry or

management.- The conceptual sequence arranges conceptsaccording to their superordinate, coordinate,subordinate relationships

- For example, in a statistics course a superordinateconcept would be measures of central tendency. Thecoordinate concepts would be mean, mode, andmedian. Subordinate concepts would include scoresand sum.


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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 witha simple task such as how to accept a deposit ofcash. Next show how to check the balance of anaccount. Then proceed with instruction on cashing a

check by checking the balance of the account.Teaching these nave learners how to assess a loanapplication are more complex tasks that would comenear the end of the training.


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Elaboration Theory Summary

The patterns of overview, elaboration,summary, and synthesis are continued

until the desired level of coverage of allaspects of the subject have beenmastered.


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Posner and Strike Sequencing

Learning-Related Sequencing

Based on learner characteristics

identified in the learning analysis1. Identifiable prerequisiteteach a skill requiredto perform another skill first

2. Familiaritybegin with the most familiar

information and then progress to the most remote3. Difficultyteach less difficult before the moredifficult


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Posner and Strike Sequencing Cont.

4. Interestbegin with the topics or tasks that will

create the most learner interest

5. Developmentensure that the learner hasreached the appropriate development level beforeteach a task or topic


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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)


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Concept-Related Sequencing

Based on content that is consistentwith organizing logically1. Class relationsgroups concepts that aresimilar - sequence general to specific

2. Propositional relationsprovide examples first,then the proposition

3. Sophisticationbegin with concrete andproceed to the abstract or simple to complex

4. Logical prerequisiteteach prerequisites thatare necessary for understanding


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Gagne Learning Hierarchy

Learning hierarchy that identifies skillsthat are dependent on other skills.

Sequence is to teach prerequisite skillsfirst.


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Benefits of Sequencing

Provides a structurefor the designer andthe learner.

Reduces learneranxiety.

Creates learnerexpectations.

Helps producepositive outcomes.

Happy Leaner


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When do I determine sequence

Once you havecompleted your taskanalysis and written

objectives, you areready to begindesigning theinstruction bydetermining the most

appropriate sequencefor presenting theinformation.


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Instructional Sequencing Tips

Each objective may use a differentsequencing 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 knotsfor fly fishing) you might use the same

sequencing strategy for the total unit such asarranging those notes from simple to mostdifficult


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References

English, R.E., & Reigeluth, C.M. (1996). Formative evaluationresearch on sequencing instruction with elaboration theory.Educational Technology and Research Journal, 44, 1042-1629

Gagne, R.M., (1985). Conditions of learning and theory of

instruction (4thed.). New York: Holt, Rinehart & Winston. Posner, G.J. & Strike, K.A. (1976). A categorization scheme for

principles of sequencing content. Review of EducationalResearch,46, 665-690.

Reigeluth, C.M. (1987). Lesson blueprints based on the

elaboration theory of instruction. In C.M. Reigeluth (Ed.),Instructional theories in action: lessons illustrating selectedtheories and models. Hillsdale, NJ: Erlbaum.


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Questions?


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Assessment of Presentation

Questions on how I did as a presenterand of content

Completely Anonymous FREE tool (Zoomerang) pre-test

questions

Instructional Sequencing!!!!

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