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
Happy Leaner
• Provides a structure
for the designer and
the learner.
• Reduces learner
anxiety.
• Creates learner
expectations.
• Helps produce
positive outcomes.
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, 1042-1629
• Gagne, R.M., (1985). Conditions of learning and theory of
instruction (4th 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, 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 selected
theories and models. Hillsdale, NJ: Erlbaum.
Questions?
Assessment of Presentation
• Questions on how I did as a presenter
and of content
• Completely Anonymous
• FREE tool (Zoomerang) pre-test
questions