Page 211 - Making Instruction Work
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chap 17 3/11/97 5:12 PM Page 197
17
Sequencing
Situation: Modules have been drafted, and you want
to determine the most efficient sequence in which they
should be devoured by your students.
Since not everything can be learned at once, instruction must
be offered in some sort of sequence. One thing must come
before another. How shall we decide on the order in which the
students should address the individual lessons? By trying to
determine what the most beneficial sequence of events would
be from the student’s point of view.
Sequence and Order
It would be useful to begin by considering the nature of
sequence and order. Think about it this way. Imagine yourself
sitting at a table that has a box of children’s blocks on it. Your
task is to make a single stack of blocks. Obviously, you must
place them one at a time; first you must put down one block,
then you set another one on top of it, and so on. But you don’t
necessarily have to pile them in any order. As long as one block
is on top of another, it doesn’t matter which block comes
before some other block.
