Page 215 - Making Instruction Work

chap 17 3/11/97 5:12 PM Page 201

sequencing 201

things before you talk to them about nomenclature or
how they work.

3. Give your students as many opportunities as possible to
decide for themselves which module to work on at any
given time. It will help keep them motivated. Naturally,
the constraints imposed by the skill hierarchy and by
your environment will dictate how many such options
you can offer. The easiest way to let them know what the
options are is by means of a course map. Such a map
shows the entire course at a glance and shows which
sequencing options are available at any given point in the
course. Even if you don’t have the freedom to provide
sequencing options at the moment, you should know
how to read and construct a course map.

Figure 17.1

J

B
F H

A G

Master
Module A Master Modules F, G, and H
before before attempting Module J.
attempting Modules F, G, and H may be
Module B mastered in any order.