week seven, schemes and analysis

Discussion
In the folder titled Session 7: Sequencing Schemes and Types of Analysis :

• Discuss the similarities and differences between Cranton (2012) and Morrison et al. (2013) in the way they categorize sequencing schemes and kinds of analysis.
• What aspects of Cranton's (2012) and/or Morrison et al.'s (2013) sequencing schemes and task analyses will help you in sequencing the topics for you curriculum?

MY NOTES:

CRANTON:

The sequence of learning experiences is critical not only for how we learn but for how we feel about learning.

hierarchal task analysis, commonly used with technical (and psychomotor) or lower end of the cognitive domains (objective knowledge)

Students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning.

Can help us to consider the levels of learning within the objectives.

Helps us with the evaluation of learning and meeting prerequisites.

conceptual learning strategies, used for learning at higher levels of the cognitive and affective domains.
(subjective knowledge)

In many disciplines the structure of the knowledge is not hierarchal in nature. Conceptual sequencing are those that are based on some relationship or set or relationships between ideas or concepts in the subject.

Conceptual sequencing strategies:
historical or chronological
author or school of thought
easy to difficult
concrete to abstract
framework to detail
social or cultural perspectives
process
thematic

Experience-based sequencing strategies:

dependence to independence
confidence-building
fragmentation to integration
reactive

*when the knowledge combines the domains, a combination of sequencing strategies can be used.

Procedural analysis:

When we are working in the psychomotor domain, it usually makes sense to sequence the learning in the order of the steps to be performed while carrying out and completing the task.


choosing a learning strategy:
first consideration is the nature and nature and structure of the knowledge we are working with.

Methods and materials:
A variety of methods is important for maintaining student engagement and connecting with the different personalities and preferences of students.
A gradual transition from teacher centered to more learner centered activities may be important as trust and confidence builds over time with the learners and environment.

Context:
A consideration towards teaching and learning experiences. Examples are time of day for the course or session, class size, work setting or not, facilities.....


MORRISON ET AL:

Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner.

Prerequisite method (Gagne, 1985) is based on the learning hierarchy that identifies skills that are dependent on other skills.

Posner and Strike (1976) method is a set of sequencing strategies based on learning that is world related, learning related and concept related.

3 sequencing schemes:
1. learning related: sequencing the content based on 5 student-learning characteristics, identifiable prerequisite, familiarity, difficulty, interest, development (p.125)
2. world related scheme suggesting sequencing based on spatial. temporal and physical relationships; concepts that are representative of real world objects, people and events
3. concept-related scheme suggests sequencing based on the relationships between the concepts, in a manner consistent with how we organize the world conceptually or logically. Four schemes: class relations, propositional relations, sophistication and logical prerequisite. (p.127)

English and Reigeluth (1996) method is a more recent approach based on Reigeluths elaboration theory.

Elaboration theory makes distinctions between two  types of expertise the learners will develop.

Content expertise: describes instruction that will help the learner to master a body of knowledge.
Task expertise describes a unit that will help the learner become an expert at a task.


*The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. -Morrison et al.

MY POST:

Cranton describes learning strategies having an effect on how we learn and how we feel about learning. Morrison describes sequencing as a means to an effective and efficient learning experience.
Cranton breaks it down to the domains of learning and two sequencing strategies that align with the domains: hierarchal task analysis and conceptual learning strategies.
Morrison et al uses theorists concepts to explain the sequencing strategies that they feel are most efficient. they mention Gagne, Posner and Strike as well as English and Reigeluth. They concentrate on the latter groups of theorists to elaborate.
Morrison et al include this observation in the conclusion of their chapter: The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. I find this pertinent. Using the domains and levels aid in the effective choices we can make for the instruction, which aligns with Crantons approach as well.
I find Cranton to be more "user friendly" and enjoyed the breakdown of the conceptual and experienced based strategies with suggestions within each category. I will most likely use her as my resource at hand when developing the strategies that are appropriate for the instruction.
As I made my way through the readings this week I was able to think critically about the course that I am teaching this semester (easier than one I am developing as I am immersed in them right now and previously developed them) and realized that it is rarely the case that a course falls into one domain nor is it the truth that courses that are based mainly on attaining psychomotor skills only have lower levels in the domains nor do they only apply to one domain. As an example, performing a manicure most definitely requires psychomotor skill. It also requires critical thinking in the ordering of the service dependent on other factors such as client preference, contraindications or environmental concerns. This kind of thinking falls into the cognitive domain. I have to break down the instructional strategy carefully in the analysis.
It is crucial to remember that students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning. Cranton reminds us of this in her chapter.
C.