instructional sequencing!!!!
TRANSCRIPT
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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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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)
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Posner and Strike Sequencing Cont.
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