20.4: Sequencing Learning Outcomes
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Using the subordinate skills analysis done earlier, determine the sequence of how the learning outcomes will be taught. In general, to best facilitate learning, you should sequence the learning outcomes from:
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lower to higher-level skills
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For example, teach verbal information and then intellectual skills. Cover multiplying decimals with a calculator and then manually.
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easy to hard
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You could teach adding fractions with common denominators and then with different denominators. Your lesson could first deal with writing complete sentences and then writing paragraphs.
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simple to complex
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As an example, teach recognizing weather patterns and then predicting the weather. Cover replacing a washer and then replacing a faucet.
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specific to general
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You could teach driving a specific car and then transfer the skills to driving any car. Similarly, you could cover adjusting the brakes on a specific mountain bike and then generalize the procedure to other mountain bikes.
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Note that some students like to learn through an inductive approach (that is, from the general to the specific). For example, students could be presented with a number of simple examples, and based on those, be asked to generalize a rule. That general rule can then be applied to solving specific examples. Since some students will not enjoy an inductive approach, do not use it all of the time. Rather consider an inductive approach as a way to provide some variation and occasionally address other learning preferences.
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concrete to abstract
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As an example, teach measuring distances with a tape measure and then estimating distances without a tape measure. Cover writing learning outcomes and then evaluating learning outcomes.
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the known to the unknown
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You could do this by starting with concepts learners already know and extending those concepts to new ideas. In other words, build on what has been previously taught.
Note
Be sure to teach learning outcomes in the order that best facilitates learning.
Each of these methods of sequencing learning outcomes enables students to acquire the needed knowledge base for learning higher-level skills. Note that these guidelines are not black and white rules.