A Review of Strategies for Sequencing and Synthesizing Instruction

This paper reviews instructional theory and research relating to three design criteria: (a) the order of presentation of instruction (sequencing), (b) the kinds of content relationships that should be taught, and (c) the way content relationships should be taught (synthesis). With respect to sequencing, theory and research on the following are reviewed: scrambled versus logical sequences; micro level sequences such as rule-example versus example-rule and the order of instances in the form of examples or practice; and macro level sequences such as Bruner’s spiral approach, Ausubel’s general-to-detailed sequence based on “progressive differentiation,” Gagne’s hierarchical sequence for intellectual skills, the “shortest path” sequence for teaching complex procedures advocated by P. Merrill, Scandura, and others, and the Elaboration Theory’s three simple-to-complex sequences proposed by Reigeluth. With respect to synthesis, theory and research are reviewed on Ausubel’s advance organizers, Dansereau’s networking, Anderson’s mapping, Novak’s concept mapping, and the Elaboration Theory’s synthesizers. Also, research on the relations between sequencing and synthesis is reviewed. A variety of recommendations for future research are provided, and the importance of model building and theory construction are emphasized.