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Organization, it has been argued, is the hallmark of good teaching. The sequencing and arrangement of subject material appears to influence not only what students learn, but also their attitudes towards the usefulness and importance of what has to be achieved. For this reason, any procedure which makes this arrangement or organization more obvious and striking is likely to facilitate the learning of meaningful material. Nowhere is this more important than in the preliminary phases of teaching and instruction. A well-organized bird's-eye-view of the task supplies the student with a useful perspective of what lies ahead. It also serves as a framework on which subsequent learning can be
Hartley et al. (Tue,) studied this question.