“Sequencing is the efficient ordering of content in such a way to help the learner achieve the objectives” (Morrison, 2011). Upon review of chapter 6 Designing Effective Instruction concepts, the complexity of our task may require the use of more than one sequencing strategies. In this case, the Posner and Strike approach is appropriate because it incorporates learning –related as one of its sequencing strategies, which closely relates to the topic of our instructional module. The elaboration theory introduced by English & Reigeluth (1996) will also be used to distinguish between the content expertise and task expertise.
Sequence
Brief Introduction of goals of presentation
Informal audience poll to see what technical skills the audience already has
Depending on the results of the poll advise the audience of what they will get out of today’s presentation.
Introduce the visual/media aides that are going to be used in the presentation as well as provide follow along paper guide
Start with the basic facts about each type of technology (Podcasts, Skype, Blogs)
Provide statistical information regarding the usage of technology in the classroom
Discuss how today’s students can benefit from tech savvy instructors
Due to the time limitation, give students approximately 10-15 minute overview of an example of the technology in the classroom environment
Include the programs and applications that are available for student use
Review next steps for achieving the desired results
I & II addressed identifiable prerequisite (ex. This is what we are going to discuss, this is what you should take from this, what do you know so far?)
III addressed familiarity by considering what they already know and then moving on to topics that will be covered in the presentation; if necessary, this step will allow the presenter to provide suggestions on what the audience can do to become more advanced in certain areas
IV & V starts with the least difficult part of the presentation being the basic facts as well as having the visual/media aids and paper guides as a reference reduces the difficulty
VI & VII are intended to create audience interest in the topic even if they were somewhat familiar with the technology
VIII once the foundation has been laid regarding the featured technology it is assumed the audience has reached the appropriate developmental level to continue the lesson
IX deals with task expertise so that the learner can go on to advanced modules featuring Podcasts, Skype and Blogs if they so choose
X deals with content expertise so that the audience knows additional technology that exists beyond what is covered in the presentation and that they can pursue other avenues to increase knowledge in those areas as well.
Example: Ask educators to fill out an interest card notifying Tech Savvy Academies of their desire to pursue additional training or even future presentations at their individual schools regarding this and other topics. (Yes, I want more information on how to Podcast…skype…blog)
Tech Savvy Academies might have items for purchase at the presentation and/or offer future discounts on technology training.
Source:
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
BrandiLockhartw4_design_document.doc
Sequencing description
“Sequencing is the efficient ordering of content in such a way to help the learner achieve the objectives” (Morrison, 2011). Upon review of chapter 6 Designing Effective Instruction concepts, the complexity of our task may require the use of more than one sequencing strategies. In this case, the Posner and Strike approach is appropriate because it incorporates learning –related as one of its sequencing strategies, which closely relates to the topic of our instructional module. The elaboration theory introduced by English & Reigeluth (1996) will also be used to distinguish between the content expertise and task expertise.
Sequence
I & II addressed identifiable prerequisite (ex. This is what we are going to discuss, this is what you should take from this, what do you know so far?)
III addressed familiarity by considering what they already know and then moving on to topics that will be covered in the presentation; if necessary, this step will allow the presenter to provide suggestions on what the audience can do to become more advanced in certain areas
IV & V starts with the least difficult part of the presentation being the basic facts as well as having the visual/media aids and paper guides as a reference reduces the difficulty
VI & VII are intended to create audience interest in the topic even if they were somewhat familiar with the technology
VIII once the foundation has been laid regarding the featured technology it is assumed the audience has reached the appropriate developmental level to continue the lesson
IX deals with task expertise so that the learner can go on to advanced modules featuring Podcasts, Skype and Blogs if they so choose
X deals with content expertise so that the audience knows additional technology that exists beyond what is covered in the presentation and that they can pursue other avenues to increase knowledge in those areas as well.
Example: Ask educators to fill out an interest card notifying Tech Savvy Academies of their desire to pursue additional training or even future presentations at their individual schools regarding this and other topics. (Yes, I want more information on how to Podcast…skype…blog)
Tech Savvy Academies might have items for purchase at the presentation and/or offer future discounts on technology training.
Source:
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.